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VOL.  XXXII 
NO.  2 


PSYCHOLOGICAL  REVIEW  PUBLICATIONS 


WHOLE  NO.  144 

1923 


Psychological  Monographs 

EDITED  BY 

JAMES  ROWLAND  ANGELL,  Yale  University 
HOWARD  C.  WARREN,  Princeton  University  ( Review ) 

JOHN  B.  WATSON,  New  York  (7.  of  Exp.  Psychol.) 

SHEPHERD  I.  FRANZ,  Govt.  Hosp.  for  Insane  ( Bulletin )  and 
MADISON  BENTLEY,  University  of  Illinois  (Index) 


CATHOLIC  UNIVERSITY  OF  AMERICA 
STUDIES  IN  PSYCHOLOGY 


EDITED  BY 

EDWARD  A.  PACE 

7 

A  Study  of  the  Moral  Development 

of  Children 

BV 

MARIE  CECELIA  McGRATH,  Ph.D. 


PSYCHOLOGICAL  REVIEW  COMPANY 

PRINCETON,  N.  J. 

Agents  :  G.  E.  STECHERT  &  CO.,  London  (2  Star  Yard,  Carey  St.,  W.C.) 

Paris  (16  rue  de  Cond6) 


COPYRIGHTED  1923 
MARIE  CECELIA  McGRATH 


TABLE  OF  CONTENTS 


PAGE 

INTRODUCTION  . .  i 

CHAPTER 

I.  Statement  of  the  Problem .  3 

II.  History  of  the  Problem  .  4 

III.  The  Tests  and  the  Technique  of  Administering  Them.  11 

IV.  Interpretation  of  the  Moral  Problems  presented  by 

means  of  Stories .  20 

V.  Interpretation  of  the  Moral  Problems  presented  by 

means  of  Pictures .  58 

VI.  Results  Obtained  by  Direct  Questioning  and  Special 

Tests  .  78 

VII.  The  Moral  Problems  of  Childhood  .  137 

VIII.  The  Stages  of  the  Moral  Development  of  Children. . .  .  147 

IX.  The  Moral  Principles  of  Children .  159 

X.  A  List  of  Moral  Tests  for  Children  Standardized  by 

Age  .  166 

XI.  Correlation  of  the  Results  with  those  of  other  Ob¬ 
servers  .  179 

BIBLIOGRAPHY  .  186 

191 


VITA 


Digitized  by  the  Internet  Archive 
in  2019  with  funding  from 
Princeton  Theological  Seminary  Library 


https://archive.org/details/studyofmoraldeveOOmcgr 


INTRODUCTION 


The  original  idea  in  the  piece  of  research  here  presented,  was 
merely  to  standardize,  a  series  of  Moral  Information  Tests  as 
perhaps  a  useful  aid  in  the  study  of  delinquent  children.  Such  a 
series  of  tests,  it  was  felt,  would  enable  the  examiner  to  find  out 
whether  or  not  the  delinquency  was  due  to  lack  of  moral  train¬ 
ing.  It  was  thought  desirable  that  the  study  be  made  on  public 
school  children  as  their  moral  development  may  be  assumed  to  be 
more  free,  in  general,  than  that  of  the  individual  who  has  been 
influenced  by  what  may  be  looked  upon  as  the  artificial  stimulus 
of  religious  education.  If  the  natural  cause  of  the  development 
of  morality  comes  from  the  friction  of  the  individual  with  his 
environment,1  then  native  moral  concepts  would  probably  be  ob¬ 
scured  in  children  who  from  earliest  childhood  received  definite 
and  constant  moral  instruction.  About  two  hundred  preliminary 
tests  were  given  in  the  public  schools  of  a  small  town  in  western 
Pennsylvania;  about  seven  hundred  revised  tests  were  given  in  a 
small  city  of  the  same  vicinity;  and  about  one  thousand  revised 
tests  in  the  schools  of  a  large  industrial  center.  All  the  papers 
were  not  delivered  from  the  school  system  mentioned  last,  and 
consequently  the  study  was  completed  in  the  parochial  schools. 
Two  thousand  cases  were  taken  from  parochial  schools  of  a  large 
industrial  center  in  the  Middle  West  at  the  beginning  of  the  fall 
term,  1921.  All  the  other  tests,  including  two  hundred  individual 
tests  from  parochial  schools  of  eastern  cities,  were  given  the 
spring  previous.  The  consideration  of  parochial  school  cases  will 
not  be  without  its  advantages,  however,  in  as  much  as  it  gives  us 
some  basis  of  comparison  between  children  whose  moral  educa¬ 
tion  is  merely  that  of  the  home  and  their  environment,  and  those 
whose  moral  education  is  affected  by  deliberate  and  daily  attempts 
to  engraft  moral  and  religious  ideas  in  the  school. 

The  standardization  of  the  tests  led  to  an  attempt  to  schematize 

1  Moore,  T.  V.,  “A  Historical  Introduction  to  Ethics,”  1915,  p.  150. 


2 


INTRODUCTION 


the  moral  development  of  children.  This  is,  perhaps,  of  more 
value  than  the  mere  standardization  itself.  The  study  affords, 
we  think,  a  very  good  insight  into  the  moral  development  of  the 
child  and  gives  us  a  fairly  well  standardized  set  of  Moral  Infor¬ 
mation  Tests  which  will  allow  a  study  of  the  delinquent  child 
from  a  point  of  view  which  is  different  from  the  intellectual 
standpoint  of  the  Binet-Simon  and  other  similar  tests. 


CHAPTER  I 


Statement  of  the  Problem 

The  subject  of  this  paper  was  suggested  by  the  clinical  prob¬ 
lem  of  the  so-called  “moral  imbecile.”  Delinquent  children  and 
adults  appear  before  the  psychiatrist.  How  are  they  to  be  diag¬ 
nosed?  A  physical  examination  may  prove  them  normal.  An 
intelligence  test  may  show  an  average  intellectual  quotient  or  even 
supernormal  mental  ability.  A  social  worker  may  report  the 
home  environment  as  good.  The  problem  seems  to  be  in  such 
cases  definitely  one  of  a  moral  deficiency.  But  the  diagnostician 
has  no  means  of  measuring  the  kind  or  extent  of  this  deficiency. 
The  tests  as  originally  worked  out  were  meant  to  meet  this  need, 
if  possible,  by  standardizing,  after  the  order  of  the  intelligence 
tests,  a  test  of  moral  knowledge.  Tests  were  devised  covering 
the  general  moral  problems  of  our  social  life,  and  were  to  be 
given  to  a  sufficiently  large  number  of  children,  preferably  from 
the  public  schools,  to  make  the  results  general.  As  the  work 
progressed  a  second  problem,  of  greater  educational  value,  sug¬ 
gested  itself.  It  was  to  find,  by  means  of  tests,  at  what  age  the 
child  is  most  keenly  alive  to  certain  virtues  or  faults,  as,  e.g., 
jealousy,  sympathy,  theft,  etc.  Such  information  would  be  in¬ 
valuable  as  the  basis  of  a  course  in  moral  instruction,  so  widely 
heralded  and  so  badly  needed.  With  these  two  problems  in  view, 
then,  the  tests  were  given  to  approximately  four  thousand  school 
children.  The  data  presented  in  the  following  pages  represents 
the  extent  to  which  these  children  revealed  their  moral  knowledge 
through  the  questionnaire. 


3 


CHAPTER  II 


History  of  the  Problem 

A  list  of  articles  and  books  written  on  Morality,  Moral  Educa¬ 
tion,  and  related  topics  and  treating  the  subject  theoretically, 
would  probably  show  a  bibliography  greater  than  that  of  most 
subjects.  And  yet  very  little  of  an  empirical  nature  has  been 
written  on  the  subject  of  Moral  Education  or  Moral  Develop¬ 
ment. 

In  many  cases  works  claiming  to  be  non-theoretical  are  based 
upon  the  author’s  general  experience  in  a  school  room,  or  upon 
close  observation  of  a  few  cases  with  no  particular  end  in  view 
and  with  no  definite  method  of  procedure.  Such  works  are  either 
too  inexact  or  too  limited  in  the  number  of  cases  to  be  considered 
as  empirical  studies.  This  criticism  applies  even  to  so  excellent 
a  work  on  child  study  as  that  of  CompayreV  2 

In  some  intelligence  and  school  tests,  questions  having  moral 
significance  are  inserted;  but  these  questions  are  treated  as  intel¬ 
lectual  rather  than  moral.  The  ignoring  of  the  moral  element 
renders  the  answer  worthless  for  our  purpose.  This  is  true  in 
the  Stanford  Revision  of  the  Binet-Simon  Intelligence  Tests, 
Year  VIII,  Question  3c:  “What’s  the  thing  for  you  to  do  if  a 
playmate  hits  you  without  meaning  to  do  it?”;  or,  Year  VIII, 
Question  3a:  “What’s  the  thing  for  you  to  do  when  you  have 
broken  something  which  belongs  to  someone  else?” 

Edward  Westermarok,  in  his  “Origin  and  Development  of 
Moral  Ideas,”  traces  the  growth  of  the  great  social  virtues  and 
crimes  as  revealed  in  all  degrees  of  civilization  ranging  from 
barbaric  tribes  to  civilized  nations.  He  cites,  in  proof  of  the  ex- 

1  Compayre,  Gabriel,  “Development  of  the  Child  in  Later  Infancy,”  1914. 

2  Other  works  of  this  type  are:  Cabot,  Mrs.  Ella,  “Ethics  for  children,” 
1910.  Coler,  C.  S.,  “Character  Building,”  1899.  Ellis,  Florence  H.,  “Char¬ 
acter  Forming  in  School,”  1907. 


4 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


5 


istence  or  non-existence  of  a  virtue  now  recognized,  tribal  laws 
and  customs.  The  work  is  of  interest  as  a  comparative  study  of 
race  development  and  child  growth.  Its  chief  value,  however,  is 
philosophical  rather  than  empirical. 

Very  valuable  information  on  the  moral  ideas  of  delinquent 
children  and  their  origin  has  been  published  in  the  works  of  Wil¬ 
liam  Healy.3  Dr.  Healy,  from  his  vast  experience  and  from  the 
numerous  court  records  at  his  command,  has  been  able  to  offer 
much  generalized  data  and  to  suggest  remedies  for  moral  defi¬ 
ciencies.  His  works  are  concerned,  however,  with  single,  fre¬ 
quently  committed  faults.  They  do  not,  therefore,  form  a  study 
of  the  basis  of  morality  in  children;  and  as  the  viewpoint  is  that 
of  the  reformation  of  the  delinquent,  they  are  not  of  primary  aid 
in  the  work  of  moral  education. 

Judge  Lindsey,  in  an  interesting  paper  read  before  the  National 
Education  Association,4  classifies  the  most  common  offences 
against  morality  among  school  children  as  follows :  disobedience, 
swearing,  use  of  tobacco,  lying,  stealing,  and  personal  impurity 
in  thought  and  action.  He  points  out,  further,  the  false  attitude 
of  children  toward  the  court  and  its  punishment.  It  is  rarely  the 
case  that  a  delinquent  is  aware  of  the  necessity  and  the  justifiabil¬ 
ity  of  court  action.  An  act  is  wrong,  he  thinks,  because  he  has 
been  caught;  the  fault  is  not  in  the  doing,  but  in  being  caught  at 
it.  This  article  of  Judge  Lindsey’s  suggests  several  things  to  be 
looked  for  in  normal  children  in  a  study  such  as  is  now  being 
reviewed. 

William  Whitney,  in  his  “Moral  Education,”  reports  a  study 
made  of  600  boys  and  600  girls  ranging  from  the  first  through  the 
eighth  grade.  The  object,  he  says,  was  “to  ascertain  the  relation, 
if  any,  between  1.  Religious  training  and  deportment;  2.  Home 
training  and  deportment;  3.  Effect  of  deportment  upon  scholar¬ 
ship.”5  He  investigated  the  following  factors  of  deportment: 
truthfulness,  honesty,  industry,  perseverance,  serviceableness,  re- 

3  Healy,  William  A.,  “Honesty,”  1915.  Ibid.;  “Pathological  Lying,  etc.,”  1915. 

4  Lindsey,  Ben  B.,  “Childhood  and  Morality,”  In  National  Educational  As¬ 
sociation,  Proceedings  for  1909,  p.  149. 

5  Whitney,  William  T.,  “Moral  Education,”  1915,  p.  10. 


0 


MARIE  CECELIA  MCGRATH 


spect  for  authority,  respect  for  rights  of  others,  and  for  property, 
cleanliness,  economy,  promptness,  and  obedience.  He  draws  in 
general  this  conclusion :  “Where  religious  instruction  is  neglected 
and  where  the  home  training  is  given  scarcely  any  consideration, 
the  boys  and  girls  suffer  proportionally."0  This  study  offers  a 
strong  argument  for  direct  instruction  in  morals  in  the  schools  as 
the  best  means  of  forming  habits  of  virtue.  The  study  is  one  of 
the  effect  of  environment  on  the  morality  of  children.  It  does  not 
consider  anything  beyond  the  morality  of  the  child  as  deduced 
from  his  actions  by  an  adult  mind.  It  gives  the  child  no  oppor¬ 
tunity  to  reveal  his  knowledge  or  his  motives — both  of  which  are 
very  important  in  getting  at  the  basis  of  child  morality. 

A  series  of  experiments  carried  out  in  the  city  of  Glasgow  in 
1911  tend  to  emphasize  the  importance  of  moral  training  to  the 
child.  The  results  of  these  experiments  go  to  prove  that  chil¬ 
dren  of  bad  parentage,  if  removed  from  vicious  surroundings  and 
carefully  trained,  can  be  made  into  upright  citizens,  with  only  a 
small  percentage  of  failure.6 7  Such  a  study  proves  conclusively 
the  value  of  moral  training  and  the  necessity  for  experimental 
study  of  the  moral  ideas  of  children. 

J.  R.  Street  in  an  article  entitled  “A  Study  in  Moral  Educa¬ 
tion”  reports  the  results  obtained  from  a  syllabus  issued  by  Dr. 
G.  Stanley  Hall.  This  syllabus  was  sent  out  “with  a  view  to  ap¬ 
proaching  the  question  from  the  side  of  introspection  and  there¬ 
by  discovering  a  psychological  basis  for  the  investigation  of  the 
laws  that  underlie  the  higher  development  of  the  moral  nature.”8 
The  individuals  answering  the  syllabus  were  asked  to  describe  the 
nature  and  effect  of  punishments  received  as  children;  a  case  of 
self-denial;  a  conscience  case;  the  effect  of  direct  moral  and  direct 
religious  instruction  on  their  development;  the  influence  of  teach¬ 
ers,  companions,  and  adults;  the  influence  of  games  and  reading; 

6  Whitney,  William  T.,  “Moral  Education,”  p.  16. 

7  Barnes,  Clifford  W.,  “Status  of  moral  training  in  the  public  schools.”  In 
National  Education  Association  Proceedings  for  1911,  p.  411. 

8  Street,  J.  R.,  “A  Study  in  Moral  Education.”  Pedagogical  Seminary,  1898. 
P.  5- 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


7 


their  ethical  relations  with  their  parents;  their  favorite  books; 
and  the  proverbs  they  liked  best.  From  the  replies  on  punish¬ 
ments  the  author  points  out  that  punishment  to  be  effective  should 
be  retributive,  and  not  vindictive.  “The  child’s  disposition,”  he 
says,  “should  be  the  determining  factor  and,  as  far  as  possible, 
the  punishment  should  follow  as  a  natural  consequence  (cause 
and  effect)  of  the  misdeed.”9  Conscience,  from  the  reports  re¬ 
ceived  from  this  study,  does  not  play  any  great  part  in  life  before 
the  age  of  nine,  and  very  little  mention  is  made  of  it  before  thir¬ 
teen.  This  is  contrary,  he  points  out,  to  the  generally  accepted 
belief.10  However,  Mr.  Street  calls  attention  to  the  fact  that  his 
cases  are  too  few  to  admit  of  generalized  conclusions.  The 
maxim  “Sound  knowledge  of  moral  truths  is  good,  but  sound 
habits  of  moral  action  are  better”11  is  drawn  in  conclusion. 

This  article  is  an  excellent  suggestion  as  to  the  possibilities  of 
experimental  study  along  moral  lines.  Of  itself,  however,  it  is 
not  exhaustive  enough  to  be  really  valuable.  It  can  be  criticized, 
also,  it  seems,  in  using  introspection  on  memories  that  perhaps 
reach  many  years.  Under  such  conditions  only  a  rare  subject 
could  give  exact  information. 

F.  W.  Osborne,  in  “The  Ethical  Contents  of  Children’s 
Minds”  asked  a  group  of  school  children  of  above  average  so¬ 
cial  and  intellectual  standing,  “What  must  a  boy  do  to  be  called 
a  good  boy?”  and  “What  must  he  do  to  be  called  a  bad  boy?”12 
He  found  out  that  the  two  virtues  most  frequently  mentioned  as 
essential  to  a  good  boy  or  good  girl  are  obedience  and  truthful¬ 
ness,  the  former  being  more  important  than  the  latter.  His  re¬ 
sults  confirmed  what  has  been  frequently  noticed,  namely,  that 
to  young  children  right  is  what  is  permitted  and  wrong  is  what 
is  forbidden.  This  work,  while  not  very  exhaustive  as  to  the 
number  of  cases  used,  or  the  number  of  ethical  ideas  investigated, 
is  interesting  and  valuable  as  a  preliminary  study  in  moral  de¬ 
velopment. 

9  Street,  J.  R.,  “A  Study  in  Moral  Education.”  Pedagogical  Seminary,  p.  6. 

10  Ibid.,  p.  7. 

11  Ibid.,  p.  40. 

12Osborne,  F.  W.,  “The  Ethical  Contents  of  Children’s  Minds,”  Educa¬ 
tional  Review,  1894,  p.  143. 


8 


MARIE  CECELIA  MCGRATH 


A  study  in  juvenile  ethics  made  by  L.  W.  Kline  approaches  the 
problem  in  a  manner  somewhat  different  from  that  of  Osborne. 
His  questionnaires  were  sent  to  public  school  children  of  both 
city  and  country  districts  and  the  ideals  of  the  two  groups  were 
compared.  His  test  consisted  of  two  stories  on  which  the  chil¬ 
dren  were  asked  questions  which  would  reveal  their  moral  ideals, 
and  one  of  which  they  were  asked  to  finish  themselves.  Finally, 
they  were  asked  to  write  what  they  wish  to  be  or  do  when  they 
grow  up. 

In  general  Mr.  Kline  draws  the  following  conclusions :  Chil¬ 
dren  from  eight  to  eighteen  are,  as  a  rule,  altruistic  rather  than 
selfish,  country  children  more  so  than  city  children.  He  calls 
particular  attention  to  the  fact  that  “the  higher  percentages  of 
altruism  are  not  confined  to  adolescent  years.”13  He  notes  that 
judgments  of  right  and  wrong  in  children  from  eight  to  eighteen 
are  more  likely  to  issue  from  emotional  than  from  intellectual 
processes.  The  two  exceptions  to  this  rule  were  ( i )  the  economic 
principle  of  barter  and  trade  and,  (2)  the  semi-sentimental  prin¬ 
ciple  that  a  gift  cannot  be  taken  back.  Boys,  he  found,  were 
more  original  than  girls,  and  country  children  more  than  city 
children.  The  results  of  this  study  may  serve  as  a  basis  of  com¬ 
parison  in  many  points  for  the  tests  we  are  now  considering. 

In  a  work  entitled  “The  Psychology  of  Child  Development” 
a  study  is  made  of  children’s  aspirations.  The  author  points  out 
that  we  must  always  judge  the  child  from  the  standpoint  of  his 
undeveloped  sense  of  adult  values.14  He  notes  that  adolescence  is 
a  time  of  marked  susceptibility  to  the  influence  of  others,  an  in¬ 
dication  of  the  coming  consciousness  of  social  relationships.  The 
age  of  twelve  was  found  most  susceptible  to  evil  influence — “an 
evidence  of  the  beginning  of  the  imperious  attitude  toward  re¬ 
straint  that  is  so  prominent  in  the  next  few  years.”15 

The  child,  and  even  the  youth,  Mr.  King  says,  can  only  come 

13  Kline,  L.  W.,  “A  study  in  Juvenile  Ethics.”  Pedagogical  Seminary,  1903. 
p.  246. 

14  King,  Irving,  “The  Psychology  of  Child  Development,”  1903,  p.  144. 

15  Ibid.,  p.  193. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


9 


to  a  comprehension  of  the  meaning  of  the  complex  system  of 
values  recognized  by  society  by  meeting  crises  for  himself  and 
readjusting  his  direct  and  unreflective  action  to  ever  broader 
settings.  The  presence  of  a  sense  of  moral  values  implies  a 
concomitant  experience  of  great  maturity  and  complexity.  Un¬ 
fortunately  this  means  of  readjusting  themselves  is  denied  to 
some  children  because  of  the  atmosphere  adults  throw  around 
them,  and  consequently  there  is  no  moral  growth.  They  are  met 
at  every  turn  by  a  “Do”  or  “Do  not  do  this,”  and  they  either 
blindly  obey  or  rebel.  They  cannot  develop  morally,  because  the 
right  to  decide,  the  sublime  condition  of  all  moral  development, 
has  never  been  theirs. 

In  general,  the  results  of  Mr.  King’s  study  may  be  summed  up 
as  follows :  ( i )  Boys’  moral  ideals  at  ten  are  negative  rather 

than  positive,  i.e.,  the  fragments  of  adult  morality  they  have  im¬ 
bibed  are  of  this  sort.  They  wish,  for  instance,  to  avoid  bad 
habits.  (2)  Girls  express  as  their  highest  desire  that  of  being 
good  to  others.  (3)  Altruistic  feelings  definitely  appear  at 
twelve  and  are  at  first  directed  toward  parents.  (4)  At  fourteen, 
various  social  virtues  are  recognized  as  necessary  for  success  in 
business. 

It  has  been  stated  that  as  Pestolozzi  and  Froebel  discovered 
childhood,  so  Dr.  G.  Stanley  Hall  has  discovered  youth.  Dr. 
Hall’s  works  are  recognized  at  home  and  abroad  as  authoritative 
pieces  of  research  in  child  study.  In  his  “Educational  Prob¬ 
lems”  he  has  an  interesting  and  inspiring  chapter  on  “Moral 
Education”  which,  however,  treats  the  problem  from  a  philo¬ 
sophical  rather  than  from  an  experimental  viewpoint.  He  re¬ 
marks  in  this  work  that  “every  moral  fault  in  every  child  also 
means  that  someone  has  lacked  and  needed  education.”10  How 
quickly  our  plea  for  moral  education  would  be  realized  if  edu¬ 
cators  were  fully  cognizant  of  this  responsibility! 

In  his  classical  study  “Adolescence,”17  Dr.  Hall  summarizes 
without  exact  data,  material  on  moral  investigations  which  were 
published  in  detail  previously,  either  by  him,  personally,  or  by 

16  Hall,  G.  Stanley,  “Educational  Problems,”  1911,  p.  291. 

17  Hall,  G.  Stanley,  “Adolescence,”  1907. 


10 


MARIE  CECELIA  MCGRATH 


some  of  his  students.  Among  other  articles  thus  summarized  is 
an  interesting  study  of  ‘'Children’s  Lies”  originally  published  by 
Dr.  Hall  in  1891. 18  In  speaking  of  the  purpose  and  method  of 
the  study  he  says  "a  number  of  accomplished  and  tactful  lady 
teachers  .  .  .  have  undertaken,  as  a  first  step  towards  getting  a 
fresh  and  independent  view  of  the  facts  of  the  situation,  to 
question  and  observe  individual  children,  by  a  predetermined  sys¬ 
tem  as  to  their  ideals  and  practices  and  to  those  of  their  mates 
in  this  regard.”19  About  three  hundred  children  were  thus  stud¬ 
ied  and  the  results  given  in  general  statements  rather  than  in 
tabular  form. 

Results  of  this  study  show  that  children  hold  truth  for  our 
friends  and  lies  for  our  enemies  as  a  practical,  although  not  dis¬ 
tinctly  conscious,  rule.  Lies  are  justified  in  the  minds  of  chil¬ 
dren  as  a  means  to  a  noble  end.  With  girls  a  question  of  per¬ 
sonal  interest  is  how  far  etiquette  may  stretch  truth  to  avoid 
rudeness  or  hurting  another’s  feelings.  In  answering  a  friend’s 
question  as  to  whether  some  thing  or  act  they  did  not  particu¬ 
larly  admire,  was  not  very  nice  or  pretty,  they  found  it  hard  to 
say  “No,”  and  compromised  on  “Kind  of  nice.”  Girls  were  more 
addicted  to  this  than  boys.  Thus,  with  truth  as  with  cheating, 
most  children  are  greatly  affected  by  personal  likes  and  dislikes. 

This  completes  the  list  of  empirical  studies  found  to  have  any 
bearing  on  the  problem  as  considered  in  this  work.  Some  of 
these  studies  have  suggested  general  fields  of  research  similar  to 
that  we  are  now  reviewing;  others  have  touched  on  one  or  an¬ 
other  particular  phase  of  this  problem,  but,  on  the  whole,  it 
may  be  said  that,  considering  the  importance  of  Moral  Education 
to  the  individual,  to  society,  and  to  the  nation,  it  has  been  given 
a  very  minor  place  in  educational  research. 

18  “Children’s  Lies.”  American  Journal  of  Psychology,  III. 

19  Ibid.,  p.  59. 


CHAPTER  III 

The  Tests  and  the  Technique  of  Administering  Them 

The  “Tests  for  Measurement  of  Moral  Knowledge”  fall  into 
three  groups,  each  of  which  brings  into  play  a  different  method 
by  which  the  moral  concepts  of  the  child  may  be  drawn  out. 
They  are  briefly,  a  series  of  questions  and  exercises,  a  group  of 
pictures,  and  a  number  of  little  stories.  In  compiling  these  three 
groups  the  attempt  was  made  to  touch  upon  the  most  vital  and 
the  most  concrete  problems  that  the  average  child  is  called  upon 
to  meet.  The  tests  as  first  presented  to  about  two  hundred  chil¬ 
dren  differed  materially  from  the  revised  forms.  The  results 
from  both  forms  will  be  given.  Those  originally  employed  were 
taken  from  literary  rather  than  from  practical  sources.  Such 
works  as  “The  Baltimore  Catechism,”  “A  Child’s  Bible  History,” 
“Sunday  School  Lessons,”  Sunday  School  magazines,  and  school 
readers  offered  the  chief  suggestions  in  the  composition  of  the 
tests.  As  was  expected,  the  preliminary  tests  revealed  in  their 
results,  much  that  was  not  pertinent.  All  questions  which  were 
doctrinal  rather  than  moral  in  content  were  ruled  out.  Numer¬ 
ous  new  and  valuable  ideas  were  suggested  by  the  children’s 
answers,  and  these  were  incorporated  into  the  revised  tests.  Be¬ 
sides  eliminating  much  of  the  old  and  introducing  much  that  was 
new,  the  form  of  the  questions  was  in  many  cases  changed.  As 
we  proceed  with  the  explanation  and  discussion  of  the  tests,  such 
changes  will  be  pointed  out. 

The  tests  were  given  both  as  individual  and  as  group  tests. 
The  original  idea  was  to  make  the  study  solely  from  group  tests, 
but  this  was  found  impracticable  with  children  below  the  fifth 
grade  because  of  their  inability  to  express  themselves  in  writing. 
From  the  fifth  grade  through  the  high  school  the  tests  were  given 
to  groups  varying  in  size  from  fifteen  to  two  hundred.  All  the 
group  tests  were  given  by  the  author  and  one  assistant  to  insure 


12 


MARIE  CECELIA  MCGRATH 


uniformity  of  method  and  of  instructions.  The  individual  tests 
were  given  by  the  author  aided  by  two  assistants  both  of  whom 
were  graduate  students  in  Psychology  and  carefully  instructed 
in  the  technique  of  administration. 

The  preliminary  tests  were  mimeographed;  but  when  revised, 
they  were  printed  in  booklets  of  about  the  same  size  as  the  Stan¬ 
ford  Revision  Booklet.  Because  the  whole  test  was  too  long  to 
be  taken  at  one  sitting  without  fatigue,  it  was  divided  into  two 
parts,  each  part  consisting  of  an  eight  page  booklet.  To  complete 
each  booklet  a  child  needed  approximately  one  hour. 

Part  I  consists  of  sixteen  moral  stories  and  eight  pictures. 
Part  II  consists  of  a  series  of  questions,  some  exercises,  and  a 
vocabulary  test  of  fifty  words.  Whenever  it  could  be  conven¬ 
iently  carried  out,  Part  I  was  presented  first  because  it  was 
thought  to  be  more  interesting.  However,  from  observation,  it 
may  be  stated  that  most  of  the  children  seemed  to  enjoy  the  mental 
exertion  required  to  answer  the  questions  in  Part  II  as  much,  if 
not  more,  than  the  stories.  The  general  reaction  to  the  tests  on 
the  part  of  the  pupils  was  much  better  than  one  would  be  led  to 
expect  in  questions  of  this  nature.  The  pupils  with  few  excep¬ 
tions  were  interested  and  what  is  more  important,  were  serious 
about  the  task  set  before  them. 

The  brief  instructions  used  in  administering  the  group  tests 
and  the  more  detailed  ones  used  in  the  individual  tests  are 
given  in  Chapter  X.  The  children  were  asked  to  fill  out  the  face 
sheet  in  full.  Because  it  was  thought  that  names  might  interfere 
with  the  frankness  of  the  children  in  answering  the  questions, 
a  numbering  system  was  used.  This  proved  so  cumbersome  in 
the  public  schools,  however,  that  it  was  discarded  when  the  tests 
were  given  in  the  Catholic  schools.  It  was  found  an  advantage 
even  in  the  high  school  to  go  over  every  detail  on  the  face  sheet 
with  the  class — uniformity  was  thus  insured  and  much  time 
saved.  The  form  of  the  face  sheet  is  given  below. 

Wherever  it  was  possible,  the  teacher  was  asked  to  check  the 
“school  success”  of  the  child  after  he  had  written  the  paper.  The 
“moral  status”  which  was  designed  to  be  that  of  the  individual 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


13 


MEASUREMENT  TEST 

Name . Boy,  Girl,  Date 

School  . 

City  . 

Grade  . 

Date  of  Birth 

Years  attending  school . Grades  repeated . Grades  skipped . 

School  success:  very  inferior,  inferior,  average,  superior,  very  superior 

Moral  status :  poor,  average,  good 

School  status :  poor,  average,  good 

Remarks  on  the  examination 

Miscellaneous  remarks 

was  not  checked — very  few  teachers  knew  enough  about  the  chil¬ 
dren  to  be  able  to  grade  them  on  the  basis  of  their  general  moral¬ 
ity.  The  “school  status”  which  refers  to  the  social  status  of 
each  school  tested,  was  recorded.  No  use  has  been  made  of  the 
data  thus  obtained.  All  the  children  tested  were  whites;  in 
grades  where  one  or  more  colored  children  were  present  the 
teacher  was  requested  to  destroy  their  papers.  This  was  done 
in  all  cases. 

In  our  explanation  we  shall  first  consider  Part  II  of  the  Test 
which  is  divided  into  eight  chief  headings.  Each  of  these  groups 
involves  a  different  kind  of  problem  and  each  problem  is  pre¬ 
sented  in  a  different  way. 

Group  I  reads : 

I.  Is  it  a  sin,  ( Anszver  “yes”  or  “no”.) 

1  to  stay  away  from  church  on  Sunday ? . 

2  to  go  to  bed  without  saying  your  prayers ? . 

3  not  to  say  “grace”  before  meals? . 

4  to  talk  about  someone  you  do  not  like? . 

5  to  talk  in  school? . . 

6  to  throw  snowballs? . 

7  to  throw  snowballs  when  forbidden  to  do  so? . 

8  to  tell  or  listen  to  a  bad  joke  or  story? . 

9  to  look  at  pictures  that  are  not  nice? . 

10  to  keep  the  change  if  the  clerk  gives  you  too  much? . 

11  to  fight? . 

12  to  cheat? . 

13  to  flirt? . 

Group  I  asks,  Is  it  a  sin  to  do  those  things  which  are  enumer¬ 
ated  above.  The  answer  is  to  be  in  the  form  “Yes”  or  “No.”  The 


.  State  . 

Age,  Years  .  Months 


14 


MARIE  CECELIA  MCGRATH 


word  “sin”  is  used  in  this  question  because  it  is  more  concrete  to 
the  mind  of  a  child  than  “wrong.”  The  test  as  above  presented 
differs  from  the  preliminary  test  in  that  questions  No.  6  and  7 
were  there  combined  in  the  form  To  throw  snowballs  ( when  for¬ 
bidden  to  do  so)?  Question  No.  12  was  inserted  here  when  the 
group  in  which  it  was  placed  originally  was  discarded.  This 
original  group  asked,  Why  is  it  a  sin  to  do  certain  things.  It  was 
found  to  be  too  difficult  for  most  of  the  children  and  practically 
impossible  to  score.  Question  No.  13,  to  flirt ,  appears  for  the 
first  time  in  the  revised  form  of  tests. 

It  might  be  expected  that  the  answers  of  the  children  would 
vary  greatly  in  this  group  of  questions  depending  on  their  re¬ 
ligious  belief  and  environment.  Something  will  be  said  with  re¬ 
spect  to  such  variations  later. 

Group  II  asks,  What  should  you  do  in  certain  situations  which 
are  fairly  typical  of  child  life. 

II.  What  should  you  do 

1  if  you  saw  a  lady  in  front  of  you  drop  a  five-dollar  bill ? . 

2  if  your  playmate  broke  your  checker  board? . 

How  should  you  act 

3  if  your  teacher  scolded  you  for  not  having  your  lessons? . 

4  if  your  mother  told  you  to  come  home  to  go  to  the  store,  and  the  boys 

wanted  you  to  play  ball? . 

5  if  you  had  a  bag  of  pop-corn  and  were  eating  it  when  a  little  child 

looked  up  at  you  hungrily? . 

As  first  given  this  test  included  two  questions  which  we  have 
not  thought  advisable  to  incorporate  in  the  revised  form.  The 
question  What  should  you  do  if  you  saw  a  little  boy  trying  hard 
to  get  his  wagon  which  is  filled  with  groceries,  up  over  the  curb?, 
was  considered  too  simple  to  be  repeated  in  the  revised  test; 
while  the  question  If  you  were  sucking  a  lolly-pop  and  saw  a  little 
child  looking  up  at  you  hungrily,  what  should  you  do  f  involved 
the  same  principle  as  question  No.  5.  The  chief  difference  in  the 
answers  was  not  one  of  principle,  but  merely  the  fact  that  most 
of  the  girls  solved  the  “lolly-pop”  difficulty  by  saying  “I  would 
buy  him  one.”  The  question  of  hygiene  may  possibly  be  con¬ 
sidered  in  this  answer,  but  it  was  not  of  sufficient  importance  to 
warrant  our  keeping  the  question. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


15 


Group  III  consists  of  a  series  of  questions  which  require  con¬ 
siderable  introspection  on  the  part  of  the  subject.  The  first  six 
questions  underwent  no  change  in  the  revised  form  of  the  tests. 
They  concern  the  child’s  knowledge  of  his  obligation  to  the  Deity, 
of  his  relationship  to  his  parents,  and  of  his  destiny. 

III. 

1  What  would  you  think  if  you  heard  a  hoy  say  “ There  is  no  God.”? . 

2  What  happens  to  a  good  little  hoy  when  he  dies? . 

3  Whom  do  you  love  best  in  all  the  world? . 

Why?  . 

4  Why  were  you  made? . 

5  Who  made  you? . . 

6  From  where  do  you  think  you  came? . 

7  Name  three  things  it  is  wrong  to  do. 

(1)  .  (2)  .  (3)  . 

8  Name  three  things  it  is  good  to  do. 

(1)  .  (2)  . . .  (3)  . . . 

9  Write  down  the  following  list  of  faults  in  the  order  in  which  you  think 
you  commit  them  most  frequently. 

Selfishness ,  lying,  cheating,  stuhhorness,  stealing,  swearing,  disobedience, 
insolence. 

10  What  one  action  do  you  consider  the  best  a  person  can  do  during  life?.. 

11  What  one  action  do  you  consider  the  worst  that  a  person  can  do  during 

life?  . 

Questions  No.  7  to  11  in  this  Group  were  not  given  in  any 
form  in  the  preliminary  test.  No.  9  was  suggested  by  having  a 
number  of  school  teachers  observe  their  children  for  a  period  of 
four  weeks,  recording  the  faults  they  committed  during  that 
period  and  the  frequency  of  their  occurrence.  The  eight  faults 
given  in  this  question  are  the  result  of  the  observation.  A  cor¬ 
relation  between  these  faults  as  the  children  see  them  and  as  they 
are  seen  by  the  teachers  is  most  interesting.1 

Questions  No.  7  and  8  show  by  the  order  of  their  frequency 
what  faults  and  virtues  are  most  emphasized  in  the  life  of  the 
child.  These  questions  are  closely  related  to  questions  No.  ,  10  and 
1 1  which  ask  for  the  “worst”  and  “best”  action  a  person  can  do 
during  life. 

Question  No.  11  may  in  many  cases  bring  a  sexual  response, 
which  was  the  chief  reason  for  its  being  placed  in  this  Group. 

All  the  questions  in  Group  IV  were  given  in  exactly  the  same 


1  See  p.  158. 


i6 


MARIE  CECELIA  MCGRATH 


form  in  the  preliminary  test.  The  first  three  questions  concern 
the  wrongfulness  of  an  act  in  the  abstract, — that  is  when  con¬ 
science  alone  is  the  accuser.  All  the  questions  present  situations 
and  ask  the  child  what  should  be  done.  These  questions  differ 
from  those  of  Group  II  only  in  the  fact  that  they  are  a  little 
more  difficult.  Question  No.  6  is  taken  in  its  general  form  al¬ 
though  not  verbatim,  from  the  Stanford  Revision  of  the  Binet- 
Simon  Tests,  Year  VIII,  Question  3c. 

IV. 

1  Would  it  be  wrong 1  to  say  a  swearword  when  no  one  is  around? . 

2  Would  it  be  wrong  to  take  a  nickel  out  of  your  mother's  pocket-book 

without  asking  her? . 

3  Would  a  lie  be  a  lie  if  no  one  ever  found  out  you  told  it? . 

What  should  you  do 

4  if  a  little  boy  or  girl  who  never  said  any  night  prayers  came  to  stay  at 

your  house  for  two  or  three  nights,  and  got  into  bed  before  you  have 
said  your  prayers? . 

5  if  your  mother  scolded  you  very  hard? . 

6  if  a  playmate  hits  you  without  meaning  to  do  so? . 

7  if  your  ball  went  through  a  neighbor's  window? . 

8  if  while  playing  in  the  parlor  you  broke  one  of  your  mother's  best 

chairs?  (No  one  saw  you  break  it,  and  your  brother  was  blamed  for 
doing  it.)  . 

Group  No.  V  which  was  used  for  the  first  time  in  the  revised 
test  consists  of  four  columns  of  words,  all  of  which  designate 
some  moral  trait,  whether  good  or  bad. 

The  subject  is  asked  to  draw  a  line  under  each  word  in  the  list 
which  indicates  a  trait  of  character  he  would  like  to  possess. 

V.  Draw  a  line  under  each  word  in  the  list  below  which  indicates  a  trait  of 
character  you  would  like  to  possess. 


gloomy 

obedient 

conceited 

frank 

humble 

foolish 

deceitful 

flirt 

aggressive 

simple 

lazy 

patriotic 

careless 

thief 

sincere 

insulting 

loving* 

polite 

charitable 

generous 

shrewd 

affected 

vain 

loyal 

dissipated 

neatness 

liar 

proud 

friendly 

insolent 

extravagant 

quarrelsome 

modest 

wicked 

dishonest 

patient 

immoral 

self-respecting 

stubborn 

cautious 

sullen 

pliable 

peaceful 

indecent 

cheerful 

impudent 

sneak 

honest 

THE  MORAL  DEVELOPMENT  OF  CHILDREN 


17 


There  are  twenty-one  desirable  traits  if  we  include  “simple.” 
The  number  of  these  traits  which  the  individual  checks  off  should 
give  some  indication  of  his  moral  vocabulary  at  any  particular 
age.  This  test  is  not  definite  enough  to  bring  out  any  moral 
principles  of  children. 

Group  VI  is  of  the  same  character  as  Group  V  but  is  much 
more  definite  in  its  nature.  It  was  used  also  for  the  first  time  in 
the  revised  test.  This  test  was  suggested  by  one  devised  in  the 
Department  of  Psychology  of  Indiana  University.2  When  the 
test  blank  which  suggested  our  test  was  received  in  the  fall  of 
1920,  the  tests  on  it  had  not  yet  been  given  in  the  Indiana 
schools.  This  test  as  we  have  used  it  is  much  the  same  form 
as  the  Indiana  test,  but  it  is  not  so  long  nor  does  it  use  the  same 
groups  of  words. 

The  test  requires  the  subjects  to  cross  out  in  each  line  that 
word  which  is  worst.  Each  line  contains  one  word  which  names 
an  act  that  is  conspicuously  worse  than  any  of  the  others  named. 
Two  examples  are  given  at  the  beginning  of  the  test,  and  the  ex¬ 
aminer  has  the  class  cross  these  out  in  his  presence  to  be  sure 
that  they  understand  what  is  to  be  done. 


VI. 


1 

2 

3 

4 

5 

6 

7 

8 

9 

10 


In  each  of  the  following  lines  cross  out  the  word  that  is  worst. 

Example  (1)  begging \  lying,  smoking,  murder,  cheating. 

Example  (2)  dullness,  foolishness,  laziness,  slowness,  pity, 
fighting  borrowing  charity  killing  dislike 
dancing  flirting  obedience  adultery  smoking' 
holiness  cruelty  kindness  haste  slang 
frankness  disloyalty  shrewdness  vanity  bigamy 

rudeness  meekness  gossip  slander  hesitancy 
bullying  insult  black-mail  tattling  scolding 
flattery  lying  fibbing  frank  insincere 
love  hate  fondness  dislike  liking 
courtesy  pleasantness  friendliness  gentleness  timidity 
stinginess  carfulness  generosity  charity  economy 


In  a  reprint  of  the  blanks  the  word  “adultery”  in  line  2  was 
changed  to  “idolatry.”  This  was  done  in  view  of  the  unfavor¬ 
able  criticism  which  this  test  received  from  the  principal  of  one 
school. 


2  Mental  Survey  Scales.  Cross  out  Tests.  Test  IV,  Moral  Judgment 
Schedule.  Indiana  University,  Department  of  Psychology. 


i8 


MARIE  CECELIA  MCGRATH 


The  recognition  of  the  worst  word  in  each  case  indicates  that 
the  child  has  some  knowledge  of  the  moral  problems  suggested 
by  the  word  in  question.  This  test  may  be  expected  to  show  the 
way  in  which  the  moral  perspective  changes  as  the  child  grows 
older. 

Little  but  the  original  idea  remains  in  Group  No.  VII.  The 
original  test  reads : 


In  what  way  are 

'  these  things 

alike  and  in  what  way 

different : 

Angel 

Jesus  Christ 

Disobedience 

Stubbornness 

Devil 

Holy  Ghost 

Stealing 

Cowardice 

Saint 

The  earth 

Love 

Sinner 

Heaven 

Swearing 

Friendship 

Priest  ( minister ) 

Baptism 

Praying 

Happiness 

Doctor 

Penance 

Pleasure 

The  test  as  revised  took  the  following  form : 

VIII.  In  what  way  are  these  things  In  what  way  are  these  things  differ- 
alike:  ent: 


(a)  disobedience 

stealing  . 

(b)  swearing  . . 

praying  . 

(c)  angel  . 

baby  . 

(d)  God  . 

your  soul  . . . 


(a)  saint 
sinner 

(b)  God  .... 

man  . 

(c)  lying 
cheating  . . 

(d)  love . 

hate  . 

(e)  selfishness 
gratitude  . 


When  likeness  and  difference  were  combined  in  the  one  ques¬ 
tion  it  was  found  to  confuse  the  subject.  Therefore,  in  the  re¬ 
vised  test  the  questions  were  separated.  It  was  found,  also,  that 
the  couplets  stubbornness  and  cowardice,  love  and  friendship, 
happiness  and  pleasure,  were  too  abstract  for  any  but  an  adult  to 
detect  a  likeness  or  difference. 

As  was  pointed  out  previously  in  a  general  way,  such  couplets 
as  Priest  and  Doctor,  Jesus  Christ  and  Holy  Ghost,  Baptism  and 
Penance  of  a  purely  religious  nature,  were  left  out.  A  compari¬ 
son  of  the  two  forms  of  the  test  will  reveal  further  the  fact  that 
the  modifications  have  tended  to  simplify  it  considerably. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


19 


Group  VIII  consists  of  fifty  words  for  which  the  subject  is 
asked  to  give  definitions.  Only  the  words  marked  with  the  aster¬ 
isk  were  taken  over  from  the  original  to  the  revised  vocabulary. 
The  definitions  obtained  in  that  experiment  enabled  us  to  formu¬ 
late  a  new  list  of  words  which  were  arranged  in  an  order  judged 
to  be  that  of  their  increasing  difficulty.  It  is  found  that  with 
No.  46,  Sadism,  we  reach  an  upper  limit  for  even  the  adult 
mind.  The  purpose  of  inserting  such  words  as  masochism  and 
masturbation  in  the  test  was  originally  that  they  would  be  known 
only  to  persons  having  the  vocabulary  of  a  particular  science. 
However,  so  many  questions  were  raised  as  to  the  advisability 
of  presenting  them,  that  the  four  words,  adultery,  concupiscence, 
masochism  and  masturbation,  were  omitted  in  the  final  form. 


IX.  What  does  each  of  the  following  mean? 


*1  God  .  18 

2  had  .  19 

*3  sin  .  20 

4  sad  .  21 

5  lie  .  22 

*6  hell . .  23 

*7  love  .  24 

8  flirt  .  25 

9  obey  .  26 

10  kind  .  *27 

*11  devil  .  28 

*12  holy  .  29 

13  pity  .  *3° 

14  lust  .  31 

15  hope  .  32 

*16  soul  .  33 

1 7  charity  .  34 


abhor  .  35  obstinate  . , . . 

gratitude  .  36  murder  . 

snob  .  37  counsel  . 

cruel  .  38  patience  . 

steal  .  39  suicide  . 

gentle  .  40  blasphemy  . . 

pride  .  41  effeminate  . . . 

mercy  .  42  infanticide  . . 

death  .  43  veneration  . . 

Satan  .  44  patricide  - 

anger  .  45  degradation  . 

virtue  .  4 6  Sadism  . 

heaven  .  47  concupiscence 

justice  .  48  masochism  . . 

courage  .  49  masturbation 

worship  .  50  manslaughter 

adultery  . 


CHAPTER  IV 


Interpretation  of  the  Moral  Problems  presented  by 

means  of  Stories 

The  division  of  the  tests  designated  as  “Moral  Stories”  con¬ 
sists  of  a  number  of  basic  moral  principles  incorporated  into  the 
form  of  short  sketches  or  stories.  The  principles  chosen  are  those 
which  govern  largely  the  individual’s  relation  to  society;  and  those, 
the  right  understanding  of  which  is  of  vital  importance  to  its 
welfare.  By  using  story  form  the  interest  of  the  child  is  capti¬ 
vated  and  a  thoughtful  response  is  thus  insured.  This  response 
will  show  two  things  of  importance,  (i)  whether  the  child  has 
had  the  experiences  to  form  a  background  sufficient  to  enable  him 
to  interpret  the  problem  and  to  use  correctly  the  principles  in¬ 
volved;  and  (2)  whether  the  child  has  the  ability  to  solve  the 
moral  problem  involved.  It  is  evident,  of  course,  that  an  aware¬ 
ness  of  a  moral  principle  may  be  present  without  the  child’s  being 
able  to  suggest  a  satisfactory  solution  of  the  difficulty  presented. 
This  offers  a  twofold  means  of  measuring  the  moral  development 
of  the  child — the  age  at  which  he  acquires  knowledge,  and  the  age 
at  which  this  knowledge  coupled  with  reason  enables  him  to 
solve  moral  problems. 

One  great  difficulty  was  encountered  in  these  stories — this 
was  the  problem  of  getting  knowledge  on  questions  of  sex.  Any 
attempt  to  understand  the  morality  of  children,  especially  at 
the  period  of  adolescence,  while  leaving  out  all  consideration  of 
sex,  would  be  futile.  The  difficulty  resolved  itself  into  a  con¬ 
sideration  of  whether  stories  could  be  presented  that  would  give 
no  information  on  sex  to  the  child  and  yet  would,  by  the  type  of 
answer  given,  show  whether  the  child  had  any  appreciation  of 
sex  questions.  Stories  No.  13  and  16  below  are  of  this  type. 
An  answer  showing  an  appreciation  of  a  sexual  situation,  will  also 
by  its  nature  reveal  the  extent  to  which  the  subject  is  alive  to 
such  problems. 


20 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  21 

Many  objections  to  these  stories  have  been  raised  by  those 
who  have  seen  the  tests.  The  basis  of  the  chief  objection  is,  it 
seems,  the  accusation  that  the  author  has  overlooked  entirely  the 
power  of  suggestion  when  dealing  with  the  adolescent  mind.  It 
was  stated  that  the  mere  presentation  of  certain  problems  would 
be  sufficient  to  make  the  adolescent  think  along  these  lines,  which 
would  be  undesirable.  The  author  feels  assured  that  the  prob¬ 
lems  contained  in  these  stories  are  so  veiled  that  they  will  give 
no  information  to  the  child.  Therefore,  unless  some  knowledge 
of  the  problem  was  present  in  the  mind  of  the  subject  previous 
to  the  reading  of  the  story,  no  interpretation  of  the  story  would 
be  possible,  and  consequently  it  would  have  no  suggestive  value. 
If  the  child  can  interpret  the  story,  he  reveals  the  presence  of  pre¬ 
vious  enlightenment  which  enlightenment  we  desire  to  ascertain. 
Critics,  the  author  feels,  have  credited  the  child  with  the  wealth 
of  experience  that  is  the  acquisition  of  mature  years,  and  have 
judged  what  the  child  would  see  in  the  story  by  what  they  them¬ 
selves  saw.  It  is  obviously  impossible  that  the  immature  subject 
should  read  into  these  stories  mature  interpretations. 

In  the  following  paragraphs  will  be  considered  the  problems 
and  principles  involved  in  these  stories  and  the  response  or  in 
some  cases  responses,  that  were  used  as  the  standard  of  a  correct 
answer. 

1.  Mamma  and  papa  have  told  Mary  who  is  eight  years  old  that  she  must  not 
lift  baby  John  who  is  three,  as  he  is  too  heavy,  and  she  will  hurt  herself  by 
doing  it.  One  day  while  Mary  and  John  were  playing  on  the  street  in  front  of 
their  house  an  automobile  came  along'  very  fast.  John  ran  out  almost  in  front 
of  it  when  Mary  caught  him  in  her  arms  and  carried  him  to  the  sidewalk. 

Was  Mary  disobedient f  Answer  YES  or  NO .  Why? . 

Story  No.  1  brings  out  (in  answer  to  the  question,  Was  Mary 
disobedient?)  in  how  far  the  child  understands  the  duty  of  obe¬ 
dience.  The  Why?  discloses  the  ability  of  the  child  to  interpret 
this  obligation  to  obey  in  the  face  of  an  obvious  danger.  The 
subject  is  credited  if  he  answers  “No”  to  the  question  and  gives 
a  valid  reason,  e.g.,  “Her  brother  might  have  been  killed.”  Ex¬ 
plicit  statement  of  the  moral  principle,  that  a  command  is  not  to 


22 


MARIE  CECELIA  MCGRATH 


be  carried  out  in  the  face  of  circumstances  evidently  not  contem¬ 
plated  by  the  one  in  authority,  was  not  demanded. 

Table  No.  i  is  typical  of  the  form  of  Table  used  throughout 
this  paper.  The  first  column  names  the  school  system  in  which 
the  tests  were  given.  The  other  columns  numbered  from  6 
through  Ad  (including  19  and  over)  present  the  age  of  the 
group,  and  are  subdivided  into  boys,  B,  and  girls,  G.  The  figures 
in  medium  type  are  the  absolute  numbers  answering  the  ques¬ 
tion  correctly.  The  figures  in  heavy  type  give  the  percentages 
these  absolute  numbers  are  of  the  entire  group  which  took 
this  test.  The  total  number  taking  the  test  can  be  readily  calcu¬ 
lated,  since  the  number  and  percentage  answering  the  question 
correctly  have  been  given.  The  first  four  school  systems, — S. 
Public,  P.  Public,  G.  Public,  and  Catholic,  were  given  group 
tests  only.  The  C.  I.  and  C.  I.  W.  groups  represent  Catholic 
schools  from  two  large  eastern  cities;  these  were  given  indi¬ 
vidual  tests  only.  The  Catholic  school  tests  represent  results 
from  a  large  commercial  city  of  the  Middle  West,  while  the 
P.  Public  and  G.  Public  and  S.  Public  represent  public  school 
systems  in  cities  just  west  of  the  Allegheny  mountains.  The 
first  is  a  large  industrial  center,  the  second  a  semi-rural  commun¬ 
ity,  the  third  a  suburb  of  the  first. 

Below  the  last  school  system  mentioned,  is  the  “Total  for  all 
Schools.”  This  total  is  found  by  adding  the  number  in  each  sep¬ 
arate  school  system  answering  the  test  correctly  and  finding  what 
percentage  this  is  of  the  whole  number  taking  the  test.  The  top 
figure,  therefore,  gives  the  total  number  of  boys  or  girls  at  any 
age  answering  the  question  correctly;  the  lower  figure  (in  heavy 
type),  the  percentage  this  number  represents  in  the  whole  group 
examined  at  that  age.  The  last  heading,  “Total  for  both  sexes,” 
combines  the  results  of  the  line  above  by  giving  the  total  number 
of  children  at  each  age  answering  the  question  correctly,  and  the 
percentage  this  is  of  the  whole  age  group.  It  will  be  noticed 
that  many  ages  are  blank  in  the  Table.  This  is  always  the  case 
where  no  subjects  of  that  age  took  the  test.  Where  some  sub¬ 
jects  took  the  best  but  none  succeeded  in  answering  it  correctly,  a 


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24 


MARIE  CECELIA  MCGRATH 


zero  is  recorded.  A  zero,  therefore,  means,  that  the  test  was  at¬ 
tempted  and  failed,  a  blank  that  it  was  not  attempted. 

Examination  of  Table  No.  i  discloses  the  fact  that  children  are, 
at  6,  very  prone  to  obey  the  letter  of  the  command  without  much 
interpretation  or  reasoning  on  the  question.  It  is  probable  here 
that  the  high  percentage  at  6  as  compared  with  those  of  7,  8,  and 
9  is  accidental.  At  the  age  of  n  it  is  the  exceptional  child, 
however,  who  is  not  able  to  interpret  correctly  the  injunction  of 
his  parents,  in  the  face  of  danger.  As  the  child  matures  the 
conviction  becomes  more  and  more  pronounced. 

2.  In  our  school  is  “silly  Willie” 

Whom  the  kids  tease  all  the  time 
“Billy,  Willie,  you’re  so  silly 
That  to  love  you’d  be  a  crime.” 

Is  it  wrong  or  right  for  the  boys  to  sing  a  song  like  this ? 

Why? . • . 

This  ditty,  after  the  form  which  boys  so  often  use  to  tease  some 
less  spirited  schoolmate,  purposes  to  find  at  what  age  children 
realize  that  they  have  a  duty  of  charity  toward  another’s  feelings. 
No  credit  is  given  for  the  answer  “Yes”  to  this  question  unless 
the  child  can  answer  Why?  in  a  way  which  shows  he  realizes 
he  has  a  duty  of  charity  to  his  companion. 

Children  do  not  reach  the  point  of  appreciating  this  obligation 
of  charity  to  a  sufficiently  great  extent — (75  per  cent  is  generally 
accepted  as  the  line  of  demarcation,  after  which  an  act  may  be 
considered  representative  of  an  age  group) — to  make  it  a  fair 
test  of  any  group  before  the  age  of  13.  Children  at  6  are  only 
slightly  aware  of  the  obligation  but  at  9  there  is  a  marked  de¬ 
velopment  after  which  the  improvement  is  more  gradual.  These 
results  are  presented  in  Table  No.  2. 

Table  No.  3  records  in  detail  the  principles  expressed  by  the 
children  and  the  percentages  at  the  different  ages.  These  results 
are  presented  for  boys  and  girls  separately  at  all  the  ages,  and 
are  the  total  for  the  schools  (except  S.  Public)  presented  in 
Table  No.  2.  The  principles  are  presented  in  the  Table  by  Roman 
numerals  which  include  the  following  ideas,  respectively: 


TABLE  NO. 


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26 


MARIE  CECELIA  MCGRATH 


TABLE  NO.  3 


Principle 

I 

II 

III 

IV 

V 

Sex 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G. 

Age 

0 

0 

0 

0 

0 

1 

0 

0 

0 

0 

6 

.0 

.0 

.0 

.0 

.0 

9.1 

.0 

.0 

.0 

.0 

2 

0 

0 

0 

4 

2 

0 

0 

0 

0 

7 

8.7 

.0 

.0 

.0 

17.4 

6.5 

.0 

.0 

.0 

.0 

2 

2 

0 

1 

4 

2 

0 

0 

0 

0 

8 

15.4 

8.3 

.0 

4.2 

30.8 

8.3 

.0 

.0 

.0 

.0 

1 

1 

2 

5 

0 

7 

4 

3 

8 

2 

5 

9 

3.3 

11.8 

16.5 

.0 

23.1 

23.5 

9.9 

47.0 

6.6 

29.4 

15 

18 

8 

7 

28 

25 

20 

19 

19 

20 

10 

9.8 

13.3 

5.2 

5.2 

18.2 

18.5 

13.0 

14.1 

12.4 

14.8 

24 

16 

12 

25 

31 

36 

19 

49 

20 

18 

11 

12.7 

7.4 

6.4 

11.5 

16.4 

16.6 

10.1 

22.5 

10.6 

8.3 

. 

32 

31 

24 

25 

32 

58 

34 

30 

26 

23 

12 

13.8 

12.2 

10.3 

9.9 

13.8 

22.9 

14.6 

11.9 

11.2 

9.1 

49 

30 

56 

44 

58 

47 

25 

50 

22 

24 

13 

18.1 

12.3 

20.7 

18.0 

21.5 

19.3 

9.3 

20.5 

8.1 

9.8 

47 

37 

46 

49 

52 

47 

29 

47 

27 

39 

14 

18.0 

13.1 

17.7 

17.3 

20.0 

16.6 

11.1 

16.6 

10.4 

13.8 

42 

18 

29 

62 

33 

37 

29 

42 

15 

39 

15 

19.7 

7.5 

13.6 

25.7 

15.4 

15.4 

13.6 

17.4 

7.0 

16.2 

16 

22 

14 

42 

16 

24 

18 

20 

14 

13 

16 

15.2 

15.4 

13.3 

29.4 

15.2 

16.8 

17.1 

14.0 

13.3 

9.1 

1 

13 

11 

4 

14 

3 

10 

3 

15 

2 

8 

17 

30.3 

15.7 

9.3 

20.0 

7.0 

14.3 

7.0 

21.5 

4.7 

11.4 

| 

3 

3  ! 

4 

5 

1 

6 

1 

5 

0 

3 

18 

27.3 

u.i 

36.4 

18.5 

9.1 

22.2 

9.1 

18.5 

.0 

11.1 

I 

1 

2 

0 

4 

3 

5 

0 

1 

0 

2 

Ad.  | 

25.0 

13.3 

.0 

26.7 

75.0 

33.3 

.0 

6.7 

.0 

13.3 

I.  They  should  not  insult  the  boy;  they  may  make  him  angry; 
they  may  make  him  sensitive  ;  they  are  speaking  ill  of  their  neigh¬ 
bor. 

II.  God  made  Willie  that  way;  he  cannot  help  being  silly;  we 
should  be  charitable  to  the  unfortunate. 

III.  They  are  making  fun  of  Willie;  they  are  teasing  him. 

IV.  He  won’t  like  it;  they  are  hurting  his  feelings. 

V.  The  boys  would  not  like  it  if  they  were  teased  like  that; 
it  shows  ignorance,  ill-breeding,  etc. 

A  few  children  thought  it  a  very  good  thing  to  tease  Willie 
because  by  doing  so  he  would  become  aware  of  his  foolishness  and 
be  spurred  on  to  correct  it.  These  answers  were  given  no  credit. 
It  was  felt  that  their  idea  of  charity  was  misconceived  in  spite  of 
its  expressed  intention  of  helping  the  boy. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


27 


The  highest  percentages  at  all  ages  up  to  15  place  their  reason 
under  either  principle  III  or  IV.  At  15  the  highest  percentage 
is  under  principle  II, — God  made  Willie  that  way,  or,  he  cannot 
help  being  silly.  The  girls  are  aware  of  this  principle  earlier  than 
the  boys.  Its  appearance  may  mark  perhaps  the  beginning  of  the 
tendency  to  consider  the  individual  not  as  a  unit  sufficient  to  him¬ 
self,  but  as  a  member  of  a  group  having  certain  endowments  and 
limitations,  and  subject  to  the  play  of  environmental  conditions 
on  him. 

3.  Daddy  had  just  come  home  with  a  nice  big  bundle  under  his  arm.  Ruth 
and  Dick  could  hardly  wait  till  he  hung  up  his  coat  and  hat,  and  opened  the 
bundle.  But  at  last  the  wait  was  over  and  kneeling'  beside  daddy’s  chair  they 
watched  him  break  the  string  and  take  off  the  paper.  Tzvo  new  books  were 
there.  One  had  a  beautiful  elephant  on  the  cover  and  the  other  was  just  plain. 
Ruth  was  older  than  Dick  so  daddy  said  she  could  pick  which  she  wanted. 

If  you  were  Ruth  which  one  do  you  think  you  should  pickf 

Why  ?  . 

This  little  story  is  one  that  appeals  very  much  to  the  children. 
The  interest  in  general  runs  so  high  that  in  their  eagerness  to  tell 
which  book  they  like  and  would  take,  the  children  cannot  see  the 
problem  involved.  The  reason  the  child  gives  for  his  choice 
brings  out  in  clear  relief  the  motive  from  which  he  acts.  The 
subject  is  credited  only  when  this  motive  is  unselfish. 

It  is  rather  remarkable  that  this  little  story  (Table  No.  4)  is  one 
which  is  not  solved  until  the  adult  period.  The  instinct  of  the 
individual  to  take  what  he  desires,  however  he  may  justify  doing 
so,  is  a  fundamental  one.  The  little  children  pick  the  “one 
with  the  elephant  on,  because  it  is  the  prettiest.”  That  Dick  might 
also  like  the  “prettiest”  one  does  not  occur  to  most  of  them. 
Later  the  child  no  longer  picks  the  “elephant,”  but  instead,  picks 
“the  plain  one.”  But  again  consideration  for  the  little  brother  is 
secondary.  The  plain  book  is  more  interesting,  or  contains 
“stories,  and  I  like  to  read,”  or  “it  will  help  me  with  my  lessons.” 
The  motive  in  this  second  period  is  a  more  refined  one;  it  is  not 
mere  satisfying  of  desires  for  the  pleasure  of  doing  so,  but  the 
satisfying  of  them  because  reason  points  out  a  future  gain  joined 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


29 


with  present  satisfaction.  Selfishness  has  been  replaced  by  utility. 
In  the  meantime  “little  Dick”  may  look  out  for  himself  as  far  as 
thoughtless  Ruth  is  concerned. 

4.  Robert  is  fourteen  years  old.  His  father  died  when  he  was  only  ten 
years  old  and  his  mother  has  been  sick  and  not  able  to  walk  for  a  long  tune. 
After  school  Robert  never  stays  out  to  play  with  the  boys  but  hurries  home  to 
read  to  his  mother  and  try  to  make  her  happy.  The  boys  call  him  a  “big  sissy” 

Is  it  wrong  or  right  for  the  boys  to  call  him  a  “sissy”? .  Why? _ 

A  very  strong  appeal  to  the  sympathies  of  the  child  is  made  in 
this  story.  Mother  being  sick  for  a  long  time  is  a  tragedy  of 
home-life  which  requires  but  little  of  the  child’s  over-active 
imagination  to  picture.  The  recognition  of  the  duty  Robert  owes 
his  mother,  while  it  was  meant  to  be  secondary  to  the  concept  of 
charity,  is  given  full  credit  also. 

The  instinct  to  love  one’s  mother  and  the  duty  one  has  to  help 
her  even  in  the  face  of  ridicule  are  very  evident  even  at  the  age 
of  6  (Table  No.  5).  From  the  age  of  9  on  they  are  practically 
universal  traits.  Although  this  story  was  designed  to  bring  out  the 
obligation  of  charity  in  our  acts  and  judgments,  it  does  so  in 
scarcely  20  percent  of  the  cases  studied.  And  even  when  the 
reason  is  given  that  “It  is  unkind  to  call  Robert  a  'sissy/  ”  it 
is  usually  supplemented  with  the  remark,  “It  may  make  him  dis¬ 
satisfied  and  prevent  him  from  performing  his  duty  to  his 
mother.” 

The  answers  were  classified  in  Table  No.  6  under  the  following 
headings : 

I.  He  is  doing  his  duty;  he  is  doing  right;  he  is  doing  a 
favor;  his  mother  was  sick. 

II.  He  loves  his  mother. 

III.  He  was  trying  to  help  his  mother;  he  was  making  his 
mother  happy. 

IV.  It  is  uncharitable;  it  may  keep  him  from  doing  his  duty; 
he  is  not  a  “sissy”  but  a  noble  boy. 

V.  The  boys  would  not  like  to  be  called  that ;  they  would  stay 
home  also  if  their  mother  was  sick. 


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5 

THE  MORAL  DEVELOPMENT  OF  CHILDREN 


3i 


At  the  younger  ages  it  is  the  fact  that  he  “helps  his  mother” 
and  “makes  her  happy”  that  appeals  to  the  children.  This  ideal 
persists  through  all  the  ages  but  in  the  adolescent  period  the  con¬ 
cept  of  duty  and  of  the  unfairness  of  the  situation  becomes  promi¬ 
nent  also.  In  later  adolescence  the  supreme  ideal  expressed  in  the 
words  “he  loves  his  mother,”  receives  considerable  emphasis. 


TABLE  NO.  6 


Principle 

I 

II 

III 

IV 

V 

Sex 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

Age 

2 

2 

0 

0 

5 

3 

1 

1 

0 

0 

6 

18.2 

18.2 

.0 

.0 

45.5 

27.3 

9.1 

9.1 

.0 

.0 

7 

8 

0 

0 

8 

13 

3 

0 

0 

0 

7 

30.5 

25.8 

.0 

.0 

34.8 

42.0 

13.1 

.0 

.0 

.0 

3 

6 

0 

0 

7 

7 

1 

3 

0 

0 

8 

23.1 

27.3 

.0 

.0 

53.8 

31.9 

7.7 

13.7 

.0 

.0 

6 

4 

2 

3 

20 

12 

0 

10 

1 

0 

9 

21.4 

14.8 

7.1 

11.1 

71.4 

48.1 

.0 

37.0 

3.6 

.0 

27 

29 

9 

11 

82 

77 

6 

5 

9 

0 

10 

18.9 

22.6 

6.3 

8.6 

57.4 

60.1 

4.2 

3.9 

6.3 

.0 

27 

29 

8 

30 

98 

121 

22 

19 

3 

1 

11 

14.6 

13.7 

4.3 

14.2 

52.9 

57.1 

11.9 

89.7 

1.6 

0.5 

44 

42 

12 

16 

145 

141 

11 

18 

7 

3 

12 

19.0 

21.8 

5.2 

8.3 

62.6 

73.3 

4.8 

9.4 

3.0 

1.6 

59 

49 

30 

28 

158 

141 

34 

26 

4 

0 

13 

20.5 

19.7 

10.4 

11.3 

55.0 

56.7 

11.8 

10.5 

1.4 

.0 

55 

48 

23 

34 

86 

141 

35 

0 

0 

0 

14 

20.6 

16.8 

8.6 

11.9 

32.3 

49.5 

13.1 

.0 

.0 

.0 

34 

48 

22 

34 

112 

117 

34 

37 

0 

1 

15 

16.0 

19.8 

10.4 

4.0 

52.9 

48.3 

16.0 

15.3 

.0 

0.4 

25 

29 

12 

18 

48 

53 

17 

37 

0 

0 

16 

24.3 

20.3 

11.6 

12.6 

46.7 

37.1 

16.5 

25.9 

.0 

.0 

7 

20 

9 

8 

10 

31 

3 

15 

9 

1 

17 

16.7 

28.2 

21.4 

11.3 

23.8 

43.7 

7.1 

21.2 

21.4 

0.4 

5 

8 

3 

5 

3 

5 

2 

6 

1 

0 

IS 

41.7 

29.6 

25.0 

18.5 

25.0 

18.5 

16.7 

22.2 

8.3 

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0 

4 

1 

3 

3 

3 

0 

6 

0 

0 

Art. 

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26.7 

25.0 

20.0 

75.0 

20.0 

.0 

40.0 

.0 

.0 

32 


MARIE  CECELIA  MCGRATH 


It  is  self-evident  from  this  enumeration  of  reasons  that  the 
concept  of  charity  is  quite  subordinate  to,  and  develops  much 
later  than  the  concept  of  love  of  home  and  of  family. 

5.  A  very  poorly  dressed  woman,  carrying  a  basket  of  apples  was  walking 
along  the  street.  She  looked  as  tho  she  were  so  tired  she  could  hardly  walk. 
Two  pretty  girls  dressed  up  in  their  nicest  dresses  watched  the  woman  as 
she  passed  them.  “Isn’t  she  ugly — and,  oh,  what  an  aivful  dress  to  wear,”  the 
one  little  girl  said  to  the  other,  loud  enough  for  the  old  lady  to  hear. 

Do  you  like  these  little  girls ? .  Why ?  . 


The  respect  which  youth  should  pay  to  age,  and  the  obligation 
of  anyone  to  respect  the  feelings  of  others,  more  particularly  of 
the  well-dressed  not  to  make  disparaging  remarks  about  the  poor 
within  their  hearing,  are  the  phases  of  charity  toward  our  neigh¬ 
bor  which  are  exemplified  in  this  story.  The  answer  of  the  sub¬ 
ject  will  show  in  how  far  he  has  learned  these  fundamental  duties 
of  the  social  order.  The  answer  “No”  with  a  reason  showing 
that  the  principles  involved  are  in  some  degree  understood,  is 
credited  as  correct. 

Table  No.  7,  with  its  high  percentages  at  even  6  and  7  years, 
impresses  one  with  the  fact  that  the  obligation  of  charity  when 
presented  in  a  simple,  specific  situation  is  recognized  early.  The 
various  forms  the  expression  of  this  obligation  takes  at  the  dif¬ 
ferent  ages  have  been  compiled  in  Table  No.  8  under  the  following 
headings : 

I.  They  are  making  fun  of  the  lady;  they  make  fun  of  people. 

II.  They  should  help  her;  they  should  carry  the  basket;  they 
should  respect  older  people. 

III.  She  is  poor;  she  has  no  better  clothes;  they  should  feel 
sorry  for  the  poor,  old  woman. 

IV.  They  speak  ill  of  others;  it  is  not  nice  to  talk  about  peo¬ 
ple’s  clothes;  because  they  said  that. 

V.  They  are  proud,  snippy,  vain,  mean,  bold,  rude,  cruel,  im¬ 
polite,  etc. 

VI.  They  hurt  the  old  lady’s  feelings. 

VII.  They  would  not  like  someone  to  say  that  to  them  when 
they  get  old,  or  to  their  mother. 


TABLE  NO. 


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34 


MARIE  CECELIA  MCGRATH 


TABLE  NO.  8 


Principle 

I 

II 

III 

IV 

V 

VI 

VII 

Sex 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

Age 

2 

0 

0 

1 

1 

0 

3 

3 

5 

3 

0 

0 

0 

0 

6 

18.2 

.0 

.0 

10.0 

9.1 

.0 

27.3 

30.0 

45.6 

30.0 

.0 

.0 

.0 

.0 

3 

8 

4 

3 

2 

0 

3 

11 

3 

4 

0 

0 

0 

0 

7 

13.1 

26.4 

17.4 

9.9 

8.7 

.0 

13.1 

36.3 

13.1 

13.2 

.0 

.0 

.0 

.0 

4 

4 

0 

2 

0 

0 

5 

3 

0 

6 

0 

0 

0 

0 

8 

30.8 

18.2 

.0 

9.1 

.0 

.0 

38.5 

13.7 

.0 

27.3 

.0 

.0 

.0 

.0 

3 

3 

3 

2 

4 

5 

1 

5 

13 

12 

0 

0 

0 

1 

9 

10.7 

11.1 

10.7 

7.4 

14.3 

18.5 

3.6 

18.5 

46.4 

44.4 

.0 

.0 

.0 

3.7 

.16 

18 

17 

19 

23 

19 

20 

24 

53 

36 

2 

0 

4 

0 

10 

10.4 

13.5 

11.1 

14.3 

15.3 

14.3 

13.2 

18.0 

36.0 

27.0 

1.4 

•° 

2.8 

.0 

19 

22 

18 

24 

16 

36 

18 

25 

77 

58 

5 

8 

2 

1 

11 

|  10.1 

10.4 

9.5 

11.4 

8.5 

17.1 

9.5 

11.9 

40.8 

27.5 

2.7 

3.7 

1.1 

0.5 

32 

30 

36 

40 

39 

44 

44 

23 

85 

78 

3 

3 

5 

5 

12 

13.8 

12.5 

15.6 

16.7 

16.8 

18.3 

19.0 

9.6 

36.7 

32.5 

1.3 

1.3 

2.2 

2.1 

31 

16 

42 

48 

46 

53 

34 

27 

108 

87 

5 

3 

0 

5 

13 

10.8 

6.6 

14.6 

19.7 

16.0 

21.8 

11.8 

11.1 

37.5 

35.8 

1.7 

1.2 

.0 

1.1 

20 

22 

43 

61 

47 

46 

26 

28 

99 

107 

9 

5 

4 

1 

14 

|  7.5 

7.7 

|  16.1 

21.4 

17.6 

16.1 

9.8 

9.8 

37.1 

37.6 

3.4 

1.8 

1.5 

0.4 

11 

5 

33 

66 

20 

33 

19 

32 

95 

107 

7 

1 

3 

0 

15 

5.2 

2.1 

15.6 

27.4 

9.4 

13.7 

9.0 

13.3 

44.8 

44.4 

3.3 

0.4 

1.4 

.0 

8 

4 

27 

33 

7 

7 

10 

15 

42 

65 

2 

7 

0 

2 

16 

7.8 

2.8 

26.5 

23.1 

6.9 

6.3 

9.8 

10.5 

41.2 

45.5 

2.0 

6.3 

.0 

1.4 

1 

0 

10 

23 

3 

8 

1 

9 

18 

29 

0 

2 

0 

3 

17 

2.4 

.0 

24.4 

32.9 

7.3 

11.4 

2.4 

12.9 

43.9 

41.5 

.0 

2.9 

.0 

4.3 

1 

1 

3 

11 

0 

0 

2 

1 

6 

9 

1 

0 

0 

1 

18 

8.3 

3.7 

25.0 

40.7 

.0 

.0 

16.7 

3.7 

50.0 

33.3 

8.3 

.0 

.0 

3.7 

1 

1 

0 

4 

0 

1 

0 

0 

3 

9 

0 

0 

0 

1 

Ad. 

25.0 

6.7 

.0 

26.7 

.0 

6.7 

.0 

.0 

11.1 

60.0 

.0 

.0 

.0 

6.7 

If  the  predominance  of  principle  V  which  is  really  a  miscel¬ 
laneous  group,  is  not  considered,  principle  I,  II  and  III  predomi¬ 
nate  in  the  pre-adolescent  period.  These  groups  are  very  specific 
acts  of  unkindness,  e.g.,  making  fun  of  the  lady,  not  helping  with 
her  basket,  and  not  caring  that  she  was  poor.  During  the  ado¬ 
lescent  period  principles  I  and  III  are  thrown  aside  while  prin- 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


35 


ciple  II  increases  in  importance.  This  increase  is  accompanied 
by  the  generalization  of  the  principle  involved  in  “not  carrying 
her  basket,”  to  “lack  of  proper  respect  for  one’s  elders.”  The 
transition  is  a  gradual  one  but  it  marks  the  growth  of  a  moral 
concept  from  the  single  act  to  the  social  duty. 

6.  When  Columbus  came  to  America  the  Indians  treated  him  very  kindly. 
One  little  boy  in  the  tribe  who  had,  of  course,  never  seen  a  white  man  before, 
or  any  man  dressed  like  Columbus  was,  loved  him  very  much.  Whenever 
Columbus  passed  near  where  he  was  the  little  boy  would  fall  on  his  knees  and 
' 'Cover  his  face,  and  pray  to  Columbus  that  it  would  not  rain  the  next  day 
for  he  wanted  to  go  hunting. 

Who  did  the  boy  think  Columbus  was ?  . 

It  is  at  once  apparent  to  the  adult  mind  that  the  Indian  in  this 
story  is  giving  to  the  familiar  historical  character  Columbus,  the 
worship  due  to  God  alone.  By  the  nature  of  his  reply,  the  sub¬ 
ject  will  show  what  correlation  exists  in  his  mind  between  the 
concept  of  God  and  that  of  worship. 

The  answer  “God”  in  any  of  its  various  forms  was  accepted  as 
correct  in  this  problem.  Such  forms  are,  for  instance,  “The  Great 
Spirit,”  “The  Almighty,”  “Manitou,”  “The  Holy  Spirit,”  “Our 
Lord,”  “Christ.”  Such  answers  as  “A  Spirit,”  “An  Angel,”  “A 
powerful  man,”  etc.,  were  given  no  credit.  If  two  answers  as  “An 
angel  or  our  Lord,”  were  given  they  were  counted  correct,  be¬ 
cause,  while  the  child  gives  evidence  of  doubt  that  anyone  could 
consider  Columbus  God,  yet  he  recognizes  definitely  that  the  wor¬ 
ship  given  is  that  of  a  creature  to  his  Maker. 

Table  No.  9  shows  that  the  recognition  of  such  worship  is  not 
general  before  the  age  of  12.  This  recognition,  according  to  our 
Table  has  a  gradual  growth  and  is  probably  due  to  development  of 
the  powers  of  reasoning  and  training  in  religion  rather  than  to 
any  spiritual  awakening. 

7.  The  four  boys  had  been  playing  hard  all  evening  and  were  very  hungry 
by  nine  o’clock,  yet  they  did  not  care  to  go  home.  Jim  proposed  that  they  have 
a  “lark.”  He  was  game,  if  the  others  would  back  him  up  to  sneak  around 
the  corner  of  old  Domico’s  fruit  stand  and  roll  out  a  watermelon.  If  they 
once  got  it  they  could  run  faster  than  the  old  Italian,  so  there  was  no  danger 
of  being  caught. 

Do  you  think  this  was  a  good  thing  for  the  little  boys  to  do? . . . .  Why?. . . . 


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5 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


37 


The  emotions  of  the  child  are  called  into  play  in  this  story. 
The  idea  of  play,  of  exhaustion,  of  hunger,  and  especially  of  doing 
something  daring  for  the  sake  of  a  “lark”  all  veil  the  real  evil 
lurking  in  the  background.  Unless  the  right  of  property  is  firmly 
fixed  in  the  subject’s  mind,  we  may  look  for  the  emotions  to 
override  it.  The  answer  to  be  credited,  must  show  the  kind  of 
a  wrong  act,  i.e.,  stealing,  which  the  boys  are  doing. 

The  right  of  property  is  evidently  so  sacred  a  one  that  chil¬ 
dren  are  not  very  long  in  doubt  as  to  its  importance.  At  the  age  of 
9  (Table  No.  io)  we  find  that  the  mass  of  our  subjects  are  aware 
of  what  the  boys  in  the  story  are  doing  and  condemn  it  as  wrong. 
Even  at  6  this  principle  is  pretty  well  fixed  in  the  minds  of  most 
children.  Growth  seems  to  be  delayed  however  up  until  9  when 
there  is  quite  a  definite  increase  in  the  percentage  answering  the 
question  correctly.  But  a  very  small  percentage  of  the  cases  con¬ 
sidered,  give  as  the  reason  why  this  act  is  wrong  that  “they  might 
get  caught.”  The  attitude  of  the  average  child  is,  therefore,  the 
correct  one  and  differs  materially  from  the  unwholesome  one 
so  often  found  in  the  delinquent  child. 

This  point  in  our  stories  marks  the  end  of  the  simple  problems 
and  the  beginning  of  those  which  are  comprehended  only  by  more 
mature  minds.  The  transition  is  a  rather  sudden  one  as  we  shall 
see  from  the  Tables  to  be  considered.  These  harder  stories  were 
given  to  all  age  groups,  but  it  was  not  permitted  that  the  gram¬ 
mar  grades  waste  time  on  them.  As  soon  as  it  was  apparent  that 
the  children  were  not  accomplishing  anything  the  papers  were 
collected.  The  only  reason  for  giving  to  these  children  problems 
admittedly  too  difficult  for  them  was  to  find  out,  if  possible,  at 
what  age  the  principles  involved  make  their  appearance.  It  is 
possible  to  theorize  very  well  concerning  the  age  at  which  they  ap¬ 
pear  but  in  order  to  study  the  question  it  is  necessary  to  begin  with 
an  age  at  which  they  do  not  appear  and  trace  their  beginnings. 
This  is  what  we  have  tried  to  do  with  these  problems. 

8.  A  gentleman  through  a  very  clever  hit  of  business  practice  succeeded  in 
legally  swindling  another  man  out  of  a  considerable  piece  of  property.  It 
happens  that  the  town  grows  around  this  property,  and  it  becomes  very  valu¬ 
able.  After  ten  years  have  elapsed,  the  gentleman  dies  bequeathing  the  prop- 


TABLE  NO.  10 


Ad. 

B  Q 

2  0 

100.0  .0 

2  12 

100.0  85.7 

4  12 

100.0  80.0 

16 

84.2 

18 

B  G 

5  0 

100.0  .0 

7  26 

87.5  100.0 

12  26 

92.2  100.0 

38 

97.3 

17 

B  G 

4  2 

73.3  100.0 

30  64 

88.2  91.6 

34  66 

80.9  91.7 

100 

88.0 

16 

B  G 

1  1 

100.0  100.0 

6  5 

62.5  100.0 

14  10 

77.8  83.3 

67  115 

91.8  89.7 

88  131 

86.2  91.0 

219 

88.0  ] 

15 

B  G 

8  4 

88.9  73.3 

23  13 

74.3  81.3 

28  21 

62.3  77.7 

115  174 

79.4  88.7 

174  212 

79.3  86.3 

386 

83.0  ; 

14 

B  G 

12  6 

85.7  85.7 

46  46 

79.1  90.2 

49  50 

90.7  87.5 

119  147 

79.7  85.3 

225  249 

82.1  86.9 

474 

84.4 

13 

B  G 

7  9 

70.0  100.0 

81  50 

85.1  78.0 

52  58 

98.3  92.7 

110  107 

81.4  93.1 

250  224 

85.3  90.0 

474 

|  87.7 

12 

B  G 

8  5 

88.9  83.4 

80  73 

79.2  81.0 

35  41 

89.6  82.3 

70  84 

82.6  80.6 

193  203 

82.8  83.2 

396 

82.8 

11 

B  G 

3  0 

100.0  .0 

83  82 

80.5  86.1 

16  19 

84.1  82.6 

52  75 

89.4  84.0 

1  2 

100.0  100.0 

155  178 

83.7  85.3 

333 

84.9 

10 

B  G 

59  53 

78.6  77.9 

7  9 

82.5  90.0 

30  29 

73.2  70.8 

11  0 

91.6  .0 

3  2 

100.0  66.7 

110  93 

79.2  74.4 

203 

76.9 

9 

B  G 

7  14 

70.0  87.5 

'  0 

.0 

8  4 

80.0  100.0 

j  5  2 

100.0  100.0 

3  2 

100.0  100.0 

23  22 

82.1  91.7 

45 

86.4 

8 

B  G 

7  12 

77.8  66.7 

3  2 

75.0  50.0 

10  14 

76.9  63.7 

24 

64.8  r 

7 

B  G 

17  6 

94.5  33.4 

2  7 

40.0  58.3 

19  13 

82.7  42.9 

32 

60.5 

6 

B  G 

7  1 

87.5  25.0 

3  2 

100.0  33.3 

10  3 

90.9  30.0 

13 

61.9 

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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


39 


erty  to  his  grandson.  In  going  over  his  grandfather's  diary  the  young  man 
discovers  the  entire  record  of  the  transaction.  In  the  diary  the  grandfather 
stated  that  he  knew  he  was  really  stealing  the  property.  The  heirs  of  the 
real  owner  are  still  living.  Is  the  young  man  morally  bound  to  restore  all  the 
property  or  its  original  value,  or  nothing  at  all  ? .  Why ? . . . 

In  Story  8  a  situation  is  given  which  is  by  no  means  phe¬ 
nomenal  in  the  history  of  property  inheritances.  What  is  the 
moral  obligation  of  the  young  heir  to  the  other  family?  He 
must  restore  all  the  property — with  the  possible  exception  of  a 
nominal  salary  in  recompense  for  his  grandfather’s  work  as  ad¬ 
ministrator  of  the  estate.  To  hold  the  property  without  just  title, 
even  though  he  did  not  himself  steal  it,  would  be  holding  stolen 
goods — an  act  certainly  contrary  to  the  moral  law. 

The  record  of  this  test  given  in  Table  No.  n,  proves  it  too  diffi¬ 
cult  for  the  normal  adult  to  solve.  In  the  answers  received,  many 
cases — a  larger  number  than  that  which  answered  the  test  cor¬ 
rectly  according  to  our  standard — saw  that  the  young  heir  would 
be  receiving  stolen  goods  and  must  make  reparation.  •  But  the 
reparation  did  not  extend  further  than  the  original  value  of  the 
property  stolen.  Hence  these  answers  received  no  credit.  To 
solve  the  problem  correctly  evidently  requires  a  fine  appreciation 
of  one’s  duty  to  repair  a  damage  done,  even  when  one  is  not 
himself  responsible  for  it.  This  test  may  be  considered  a  suit¬ 
able  one  with  which  to  test  superior  adult  concepts  of  reparation 
for  stolen  goods. 

9.  If  you  met  a  friend  on  the  street,  and  she  had  on  a  new  dress  which  you 
considered  most  unbecoming,  and  she  asked  you  how  you  liked  it  what  should 
your  answer  be? . 

The  principle  involved  in  this  story,  the  sacredness  of  truth, 
is  one  which  most  persons  are  tempted  to  violate  many  times  a 
day  under  modern  living  conditions.  The  situation  is  purposely 
deceptive,  there  being  an  apparent  conflict  between  the  duty  to 
be  truthful  and  an  obligation  of  charity  toward  our  neighbor. 
We  have  the  thought  of  the  problem  in  the  old  adage,  “It  is  never 
permitted  to  tell  a  lie,  but  it  is  often  unlawful  to  tell  the  truth.” 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


41 


The  solution  lies  in  avoiding  the  situation.  This  may  be  done 
in  the  case  in  question  in  various  ways,  e.g.,  by  admiring  some 
part  of  the  dress  which  can  be  honestly  admired. 

It  was  found  that  so  small  a  percentage  of  the  cases  studied 
solved  this  problem  satisfactorily,  that  the  results  are  worthless 
from  this  standpoint.  The  situation  presented  to  most  of  the 
subjects  the  two  alternatives — tell  a  lie  for  the  sake  of  charity  or 
tell  the  truth  and  wound  charity.  The  numbers  and  percentages 
offering  these  two  solutions  have  been  tabulated  with  the  follow¬ 
ing  results : 


Age 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Ad. 

1 

27 

57 

74 

228 

142 

152 

71 

62 

15 

14 

Tell  Truth 

5.0 

18.9 

22.7 

26.3 

49.0 

28.1 

34.2 

26.2 

46.5 

33.3 

58.4 

16 

81 

162 

210 

243 

295 

228 

161 

55 

27 

10 

Be  Charitable 

80.0 

56.7 

64.6 

74.8 

52.2 

58.4 

51.3 

59.4 

41.3 

60.0 

41.7 

The  ideal  of  kindness  to  another  is  much  more  important  to 
the  younger  child  than  is  the  obligation  to  tell  the  truth.  Truth 
becomes  more  sacred  as  the  child  matures,  and  in  this  case  the 
relative  importance  of  charity  is  lowered.  At  17  the  percentages 
are  about  equal  but  in  the  adult  age  truth  predominates. 


10.  Suppose  a  boy  in  1917,  was  certain  that  his  father  was  pro-German  and 
was  going  to  inform  the  captain  of  a  submarine  the  date  of  departure  of  a 
convoy.  How  should  he  act f . 

The  recent  war  with  Germany,  the  cause  as  it  was  of  many 
tragedies  and  conflicts  in  homes  throughout  our  country,  sug¬ 
gested  this  problem.  The  case  given  is  an  extreme  one,  yet  the 
principle  adhered  to  here  should  also  be  adhered  to  were  the  con¬ 
sequences  less  important.  In  time  of  war  our  country  has  a 
higher  claim  upon  us  than  our  parents  in  any  such  dilemma  as 
that  presented  in  the  test.  The  boy  in  this  case  must  do  his  duty 
to  his  country,  without  sacrificing  his  father  if  that  is  possible, 
but  if  not,  by  sacrificing  him. 

The  realization  of  this  duty  does  not  come  to  the  average  child 
until  his  eighteenth  year  (Table  No.  12).  This  is,  of  course,  the 
&ge  at  which  the  child  is  first  called  into  service  by  his  country  in 


TABLE  NO.  12 


43 


MARIE  CECELIA  MCGRATH 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


43 


case  of  emergency.  We  would  expect  to  find  at  this  age  at  the 
latest  a  realization  of  one’s  duty  to  his  country  in  a  situation 
similar  to  that  presented  here. 

The  answers  given  were  classified  into  four  groups :  ( i )  the 

obligation  to  serve  one’s  country  without  regard  for  the  father; 
(2)  the  obligation  to  save  the  father  at  the  expense  of  one’s 
country;  (3)  the  solution  which  would  seek  advice  from  someone 
whose  opinion  was  to  be  respected;  (4)  those  who  did  not  under¬ 
stand  the  problem  (as  shown  by  not  answering  or  by  answering 
without  giving  a  reasonable  reply).  The  record  in  Table  No.  13 
shows  that  only  a  small  percentage  would  place  father  before 
country  in  the  given  situation.  Most  of  those  who  were  not 
given  credit  for  this  question  belong  to  the  group  which  did  not 
understand  the  problem.  Negative  results  before  eighteen  do  not 
mean,  therefore,  that  the  children  before  that  age  are  lacking 
in  patriotism  but  rather  that  they  have  not  yet  developed  suffi¬ 
ciently  to  appreciate  this  obligation. 

11.  A  certain  young  man  of  great  influence  in  the  community  is  unfor¬ 
tunately  addicted  to  drink.  In  a  conversation  with  a  person  in  authority  you 
are  asked  whether  you  have  noticed  any  signs  of  over-indulgence  in  this  young 
man.  You  promised  never  to  let  anyone  else  know  about  the  matter  and  then 
gave  your  information  to  the  one  in  authority.  A  couple  of  days  later,  you 
are  asked  the  same  question  by  an  intimate  friend  who  thinks  he  has  noticed 
something  wrong  with  this  young  man  of  influence.  In  asking  the  question 
your  friend  has  made  it  so  pointed  that  the  answer  must  be  “Yes”  or  “No.” 

What  should  your  answer  be? . . .  Why? . 

Problem  No.  11  is,  it  seems  on  close  examination,  rather  a 
dilemma.  There  are  three  principles  involved,  (1)  sacredness  of 
truth,  (2)  charity  in  protecting  another’s  reputation,  (3)  obliga¬ 
tion  to  keep  a  promise.  The  problem  is  not  as  clearly  worded  as 
it  might  have  been — it  would  have  been  better  had  it  read : 

“In  a  conversation  with  a  person  in  authority  you  are  asked  to  make  a 
promise  that  you  will  never  discuss  with  any  other  person  a  personal  matter 
about  which  he  wishes  to  consult  you.  You  give  your  promise  and  are  asked 
frankly  whether  you  have  ever  noticed  any  signs  of  over-indulgence  in  this 
young  man,  etc.” 


44 


MARIE  CECELIA  MCGRATH 


The  problem  could  be  summarily  solved  if  the  subject  were 
allowed  to  evade  the  answer.  Then  some  such  response  as  “I 
cannot  answer,”  or  “I  don’t  care  to  discuss  this  man’s  affairs” 
would  suffice.  We  could  feel  free  in  conscience,  that  whatever 
inference  our  interrogator  might  draw  from  such  a  non-committal 
reply  was  not  a  matter  for  our  concern.  However,  the  question 
as  asked  gives  us  a  choice  of  “Yes”  or  “No.”  Belief  in  the 
justifiability  of  “mental  reservations”  would  offer  one  solution 
of  the  problem.  The  answer  would  then  be  “No”  with  the  mental 
reservation  that  “It  is  not  a  matter  on  which  you  have  a  right  to 
information  from  me.”  However,  the  theory  of  “mental  reser¬ 
vations”  is  not  held  by  moralists,  universally,  at  present.  To 
those  men  who  do  not  hold  this  theory  “Yes”  is  the  only  pos¬ 
sible  answer  to  the  question,  because  “No”  would  be  a  lie  and  a 
lie  is  not  permitted  even  though  good  may  come  of  it — as  saving 
the  man’s  character,  or,  keeping  a  promise.  Because  of  the  con¬ 
troversy  of  opinion  in  this  case,  no  absolute  answer  is  possible, 
and  it  will  be  necessary  to  get  the  percentage  of  answers  in  each 
of  the  three  groups:  (i)  tell  the  truth,  (2)  tell  a  lie,  (3)  say 
“No”  with  a  mental  reservation. 

On  examination  of  the  papers  it  was  found  that  the  third 
group  was  practically  non-existent.  The  answer  “Yes”  or  “No” 
to  groups  1  and  2  respectively  were  not  recorded  as  principles  un¬ 
less  the  why  was  answered.  The  why  brought  out  the  conflict 
the  subject  felt  between  the  duty  to  tell  the  truth  and  the  duty  to 
keep  a  promise.  The  question  is  not  understood  by  the  average 
child  before  the  age  of  14,  and  among  those  below  this  age  who  do 
understand  it,  the  tendency  is  to  tell  a  lie  and  keep  their  promise. 
This  tendency  becomes  more  pronounced  as  the  child  grows 
older.  At  year  18,  90  percent  of  the  subjects  understand  the 
question.  Of  these,  69  percent  solve  the  problem  by  lying  while 
21  percent  solve  it  by  telling  the  truth.  These  figures  are  very 
enlightening  when  we  consider  that  they  represent  the  relative 
value  of  keeping  one’s  word  when  it  has  been  pledged,  and  of  tell¬ 
ing  the  truth,  in  the  mind  of  the  young  American.  The  numbers 
and  percentages  for  each  group  at  the  various  ages  are  given 
below : 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  45 


Age 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Ad. 

4 

33 

63 

89 

126 

140 

100 

58 

23 

9 

5 

Tell  Truth  (yes) 

28.4 

29.7 

28.5 

25.1 

28.4 

29.5 

24.3 

21.9 

17.7 

21.4 

23.8 

3 

30 

83 

135 

187 

238 

229 

154 

79 

29 

10 

Tell  a  Lie  (no) 

21.4 

29.7 

37.5 

38.1 

42.1 

50.2 

55.6 

58.2 

60.8 

69.0 

47.6 

12.  In  recent  years  it  has  frequently  happened  that  white  women  have  been 
attacked  by  negroes  and  greatly  injured.  The  negro,  on  being  arrested,  has 
many  times  been  seised  by  a  mob  and  put  to  death.  What  moral  right  has  the 
mob  in  such  a  case ?  Explain  your  answer  fully. 

The  theme  involved  in  this  question  is  one  which  has  of 
late  come  before  the  public  very  frequently.  The  answer  which 
the  subject  gives  will  show  how  far  his  training  has  gone  along 
the  line  of  a  most  sacred  right  and  duty  belonging  to  the  State — 
that  of  capital  punishment.  The  belief  in  this  principle  is  essen¬ 
tial  to  the  safety  of  our  Republic,  and  therefore  should  be 
stressed,  wisely,  in  Civil  Government  courses  throughout  the 
land.  This  principle  lays  down  the  exclusive  right  of  the  State 
to  administer  capital  punishment,  and  the  subject,  in  order  to  re¬ 
ceive  credit  must  state  this  principle  in  some  form.  No  private 
individual  nor  group  of  persons  has  the  right  to  take  judicial  pro¬ 
cedure  into  his  own  hands,  deciding  the  guilt  of  the  criminal  and 
administering  the  death  sentence  whether  humanely  or  with 
cruelty. 

Table  No.  14  reveals  the  fact  that  the  solution  of  the  problem  in 
conformity  to  these  principles  is  beyond  even  the  average  adult. 
This  is  due  to  the  emotional  resonance  called  into  play  in  a  situa¬ 
tion  such  as  that  presented.  In  the  face  of  the  “race  question” 
even  our  most  sacred  and  necessary  institutions  fall  the  prey  of 
human  passions.  The  answers  received  are  classified  in  Table  No. 
15  under  the  headings: 

( 1 )  The  mob  has  the  right  to  lynch  the  negro. 

(2)  The  State  alone  has  the  right  to  punish  the  negro,  and 

(3)  Lack  of  understanding. 

A  fourth  group  which  may  overlap  the  others  gives  the  num¬ 
ber  of  answers  showing  appreciation  of  the  sex  element  involved. 
Even  at  the  higher  ages  there  is  little  appreciation  of  a  sex  fac¬ 
tor  in  this  problem.  The  number  of  cases  which  definitely  sup- 


TABLE  NO.  14 


46 


MARIE  CECELIA  MCGRATH 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


47 


port  mob-rule  is  surprisingly  large — indeed,  one  would  hardly 
expect  to  have  the  adherents  of  this  principle  increase  in  number 
with  age  and  yet  that  is  what  happens.  They  increase  at  about 
the  same  rate  as  belief  in  the  exclusive  right  of  the  State  to 
judge  such  a  case,  although  the  percentages,  are  somewhat  lower. 

The  results  of  this  problem  point  to  the  need  of  further  train¬ 
ing  in  Civics  in  our  schools.  Furthermore,  this  training  should 
not  be  theoretical  and  therefore  lacking  in  interest  to  the  normal 
boy  or  girl,  but  rather  it  should  be  of  a  practical  nature,  teaching 
them  to  solve  concrete  problems  similar  to  the  one  presented  here. 
Thorough  training  of  this  nature  would  go  far  towards  settling, 
in  the  course  of  a  generation,  many  of  the  problems  which  are 
fast  becoming  acute,  and  which  will  prove  a  serious  menace  to 
our  civilization  unless  solved. 

13.  Imagine  the  following  situation  : 

A  man  and  his  young  lady  friend  of  city  A  went  to  a  show  in  another  city 
B,  which  is  situated  across  the  hay  from  city  A.  They  spent  the  evening 
pleasantly  hut  missed  the  last  boat  for  B.  The  only  way  of  getting  home 
from  B  to  A  is  by  automobile,  a  journey  of  six  hours.  If  they  went  by 
automobile  from  B  to  A  they  would  not  arrive  home  any  sooner  than  if  they 
waited  for  the  first  boat  in  the  morning.  They  do  not  know  anyone  in  B.  The 
young  man  has  plenty  of  money  with  him,  and  there  is  a  telephone  connection. 
W hat  should  be  done? . 

This  problem  has  been  taken  with  some  slight  modification 
from  Webb,1  “Character  and  Intelligence.”  The  purpose  of  pre¬ 
senting  such  a  situation  is  to  find  out  at  what  age  children  begin 
to  appreciate  the  presence  of  a  definite  sexual  element  in  a  situa¬ 
tion.  Any  realization  that  it  is  necessary  for  the  young  couple 
to  separate  for  the  night,  discloses  the  presence  of  this  apprecia¬ 
tion,  and  is  given  credit.  A  solution  pointing  out  the  obligation 
that  the  young  people  forsee  and  counteract  all  suspicions  that 
might  arise  later,  thus  protecting  the  girl  from  any  reasonable 
criticism  of  her  conduct,  shows  a  highly  developed  appreciation 
of  the  conventionalities  society  has  created  to  govern  sex.  Such 
an  answer  as  “Telephone  and  do  what  mother  says,”  was  not 


1Webb,  E.  “Character  and  Intelligence/’  1915,  p.  21. 


43 


MARIE  CECELIA  MCGRATH 


credited  because  it  did  not  offer  any  solution  to  the  vital  part  of 
the  problem. 

Table  No.  1 6  seems  to  show  that  only  a  small  percentage  of 
average  adults  appreciate  the  situation  in  hand.  In  solving  the 
problem,  which  it  was  evident  from  their  answers  they  understood, 
no  mention  was  made  of  the  advisability  of  separating  for  the 
night.  Possibly  this  is  implied  in  such  an  answer  as  “Go  to  a  good 
hotel,”  or  “Take  a  room  for  the  night.”  It  is  quite  certain,  how¬ 
ever,  that  the  sexual  appreciation  is  not  dominant  in  the  mind  of 
such  an  indivivdual,  otherwise  so  vital  a  part  of  the  plans  as  the 
safeguarding  of  the  young  lady’s  reputation  could  be  hardly  ig¬ 
nored.  A  record  was  made  of  the  number  of  cases  of  sexual 
appreciation  where  the  solution  was  inadequate,  of  the  inadequate 
solutions  as  a  whole,  and  of  the  number  not  comprehending  the 
situation  at  the  various  ages.  This  data  is  presented  in  Table  No. 

l7- 

14.  Many  people  hold  this  theory  for  their  philosophy  of  life ;  “I  shall  live 
my  life  in  whatever  way  I  may  obtain  the  greatest  possible  happiness”  Do 
you  agree  with  this  theory ? .  Why ? . 

There  is  a  young  lady  who  married  a  man  not  for  love  but  for  material 
reasons.  After  she  has  been  married  a  few  years ,  there  comes  into  her  life  a 
man  who  seemed  destined  to  make  her  happy.  As  love  for  her  “ soul's  mate ” 
increases,  life  with  her  husband  becomes  more  and  more  unbearable.  Has  this 
woman  a  right  to  rectify  her  earlier  mistake  and  attain  her  life's  happiness ? 
Why?  . 

A  fully  correct  answer  to  the  first  part  of  this  question  involves 
the  perception  of  a  distinction  between  pleasure  and  happiness 
made  only  at  the  zenith  of  Greek  Philosophy  by  Aristotle.  As  a 
matter  of  fact,  however,  the  actual  distinction  brought  out  in 
the  minds  of  the  children  was  the  distinction  between  egoism 
and  altruism.  The  age  at  which  altruism  makes  its  appearance 
in  the  child’s  mind — whether  by  natural  development  or  by  in¬ 
struction — can  be  determined  from  these  answers.  Any  answer 
was  regarded  as  correct  that  expressed  in  some  way  that  the  con¬ 
cept  of  happiness  must  be  limited,  e.g.,  that  the  welfare  of  others 
should  be  considered.  Agreement  or  disagreement  with  this  theory 
was  regarded  as  a  matter  of  indifference. 

The  second  part  of  this  question  will  bring  out  various  answers 


TABLE  NO.  16 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


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50 


MARIE  CECELIA  MCGRATH 


according  to  the  child’s  previous  training.  A  correct  answer, 
however,  should  recognize  that  marriage  is  a  stable  condition 
and  once  entered  upon  should  not  be  broken  merely  because  one 
party  has  experienced  a  transfer  of  affections.  Once  a  con¬ 
tract  has  been  made  of  such  a  serious  nature,  involving  not  only 
one’s  own  personal  happiness  but  also  that  of  others,  the  one 
who  experiences  a  transfer  of  affections  has  a  duty  to  handle 
this  inner  problem  of  his  or  her  own  mind  so  as  not  to  interfere 
with  the  stability  of  a  promise  made  for  better  or  worse  until 
death. 

The  percentages  as  presented  in  Table  No.  18  represent  the 
number  of  cases  answering  both  parts  of  this  question  correctly, 
e.g.,  limiting  their  agreement  or  disagreeing  with  part  one,  and 
recognizing  the  indissolubility  of  the  marriage-tie  in  part  two. 
The  average  adult  is  able  to  answer  both  parts  correctly  according 
to  our  Table. 

The  percentages  for  the  various  types  of  answers  are  given 
in  Table  No.  19.  These  answers  were  classified  under  the  head¬ 
ings  : 

I.  Agree  with  the  theory  (as  presented  in  part  one). 

II.  Disagree  with  or  limit  the  theory  (in  both  cases  the 
subject  was  credited  only  if  the  “why”  was  answered). 

III.  Woman  may  not  rectify  her  mistake  because  marriage 
is  indissoluble. 

IV.  Woman  may  not  rectify  her  mistake  for  emotional  rea¬ 
sons,  e.g.,  she  should  not  have  married  for  money. 

V.  Woman  may  rectify  her  mistake  (divorce  admitted  or 
implied). 

The  average  child  appreciates  the  altruism  of  the  principle  in 
part  one  at  about  14.  This  appreciation  continues  to  increase  as 
he  matures. 

The  recognition  of  marriage  as  an  indissoluble  institution  by  the 
average  person  comes  in  the  adult  period  (Table  No.  19).  At  this 
age,  however,  the  number  of  cases  is  small  and  we  can  only  be 
sceptical  of  the  response  we  would  receive,  had  we  a  large,  rep- 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


5i 


resentative  group  of  adults.  The  percentages  are  raised  very 
considerably  in  the  cases  at  hand  by  the  fact  that  a  large  number 
of  Catholic  children  are  considered  with  the  public  school  chil¬ 
dren,  and  the  Catholic  teaching  on  the  question  of  the  perma¬ 
nence  of  marriage  permits  no  doubt  in  the  minds  of  her  adherents. 

It  is  interesting  and  quite  significant  that  at,  and  below,  the 
age  of  fourteen  the  majority  of  children  who  understand  the 
situation  are  convinced  that  the  woman  has  no  right  “to  attain 
her  life’s  happiness,”  yet  fifty  percent  or  more  of  these  children 
give  an  emotional  reason  for  thinking  so.  In  other  words,  they 
base  their  decision  on  emotions  and  not  on  a  principle  of  right 
and  wrong.  At  fifteen  the  percentage  of  cases  basing  their  de¬ 
cision  on  principle  is  considerably  higher  than  the  number  reach¬ 
ing  a  decision  from  emotion.  The  more  mature  years  are 
marked,  of  course,  by  the  ability  of  the  individual  to  decide  a 
question  according  to  principles  involved  without  regard  for 
his  emotional  reaction. 

15.  A  boy  was  adopted  into  a  fairly  wealthy  family  which  consisted  of  a 
doctor,  his  wife,  and  their  son.  When  the  adopted  son,  who  was  somewhat 
older  than  the  son,  finished  high  school  he  desired  to  enter  college.  The 
doctor,  through  some  reverses,  had  not  sufficient  funds  to  send  him  to  college 
and  also  to  provide  for  his  own  boy's  education.  Thus  the  adopted  son,  who 
was  very  noble-minded,  insisted  that  the  younger  boy  should  have  the  pref¬ 
erence.  When  this  boy  was  sent  to  college  he  proved  himself  dissipated  and 
a  spendthrift.  One  day  he  demanded  money  from  his  father,  and,  on  being 
refused,  flew  into  a  passion  and  struck  him.  The  blow  caused  him  to  reel 
backward,  and  falling  he  struck  his  head  against  the  sharp  corner  of  a 
bookcase.  Death  was  instantaneous.  The  adopted  son  who  was  just  entering 
the  room  saw  all  that  happened.  The  son  realizing  what  he  had  done,  and 
foreseeing  the  effect  the  news  would  have  on  his  mother,  begged  his  adopted 
brother  to  assume  the  guilt.  In  gratitude  for  the  care  and  affection  that  he 
had  received  from  his  foster  parents,  and  hoping  to  spare  his  foster  mother 
the  knowledge  that  her  son  was  a  murderer,  he  assumed  the  guilt. 

Is  he  justified  in  his  action f .  Why? . 


We  meet  constantly  the  theme  of  this  incident  in  the  modern 
short  story  and  in  the  sentimental  “movie.”  It  is  frequently 
used  as  a  development  of  the  scriptural  text  “Greater  love  than 
this  no  man  hath,  that  a  man  lay  down  his  life  for  his 


TABLE  NO.  18 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


53 


friends.”2  Could  there  be  any  grosser  misinterpretation  of  a 
scriptural  passage  than  this?  It  is  fulfillment  by  means  of  a  living 
lie.  By  some  such  sentimental  appeal  as  this  one  to  the  emotion 
of  gratitude,  the  public  is  led  to  believe  that  a  lie,  even  perjury, 
is  justifiable  and  oftentimes  noble.  There  is  only  one  possible 
answer  to  this  question  and  it  is  “No.”  The  Why,  if  the  sub¬ 
ject  is  to  be  credited,  must  disclose  a  realization  of  the  principle 
involved  and  not  a  mere  emotional  reaction. 

Table  No.  20  discloses  the  fact  that  even  in  adult  years  only  a 
very  small  percentage  of  cases  see  through  the  mass  of  emotional 
reactions  stirred  up  by  the  situation  presented,  and  recognize  the 
lie  involved. 

The  wrong  answers  were  analyzed  according  to  the  follow¬ 
ing  schema  with  the  results  presented  in  Table  No.  21.  The 
answers  were  divided  into  two  groups  and  each  of  these  groups 
was  sub-divided. 

Group  I.  Action  is  justifiable. 

1.  For  love  of  his  foster-mother. 

2.  Other  emotional  reaction,  e.g.,  gratitude  to  the  son,  to 
save  the  family  name,  etc. 

Group  II.  The  action  is  not  justifiable. 

1.  Justice  requires  that  the  murderer  suffer  for  his  crime. 

2.  Emotional  reasons,  e.g.,  the  son  is  unworthy  of  such  a 
sacrifice,  he  would  be  a  better  protector  of  his  foster-mother  than 
her  son,  the  son  may  kill  someone  else  later,  etc. 

No  account  was  taken  in  this  analysis  of  those  whose  reply 
showed  that  they  did  not  understand  the  problem. 

16.  In  most  of  our  large  cities  there  are  theatres  knozm  as  “  Burlesque 
Shows T  The  main  performances  are  open  to  men  only.  What  is  your 
opinion  of  this  restrictionf . 

The  last  problem  presented  in  the  series  brings  out  (1)  what 
attitude  the  subject  takes  toward  the  present-day  double  standard 
of  morality,  and  (2)  the  method  he  would  suggest  of  coping  with 


2  St.  John,  xv.  13. 


TABLE  NO. 


54 


MARIE  CECELIA  MCGRATH 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


55 


the  existing  situation.  The  realization  that  such  a  double  stand¬ 
ard  of  morality  exists  again  throws  light  on  the  subject’s  appre¬ 
ciation  of  sex  problems.  His  attitude  toward  existing  conditions 
will  show  whether  his  standard  of  morals  is  higher  or  lower  than 
that  of  society  which  tolerates  such  theatres.  No  attempt  was 
made  to  score  the  answers  to  this  question  as  correct  or  incorrect. 
Principles  disclosed  were,  however,  of  particular  interest. 

In  Table  No.  22  are  presented  the  number  of  cases  and  percent¬ 
ages  giving  answers  which  were  classified  under  these  four  forms. 
The  restriction  proves  that : 

I.  They  demoralize  men. 

II.  They  should  be  abolished,  and, 

III.  The  restriction  is  a  good  one  in  that  it  protects  the  moral¬ 
ity  of  women  and  children. 

IV.  If  they  are  not  fit  for  women  they  are  not  fit  for  men. 

As  no  other  principles  except  the  four  mentioned  above  pre¬ 
sented  themselves  in  the  answers  to  this  question  the  sum  of  the 
cases  giving  each  of  these  replies  is  the  number  answering  cor¬ 
rectly.  We  find  that  the  average  child  of  13  disapproves  of  these 
theatres  and  for  some  logical  reason.  In  all  the  papers  considered 
only  two  persons — boys  of  14 — approved  of  these  performances. 
A  number  of  replies  were  non-committal  or  showed  lack  of  com¬ 
prehension  of  the  problem.  No  record  was  made  of  these. 

An  interesting  fact  was  gleaned  from  the  answers  of  several 
boys,  ranging  from  15-18  in  one  of  the  school  groups.  These 
boys  condemned  burlesque  shows  in  very  decided  terms  and 
gave  as  their  reason  that  managers  did  not  adhere  strictly  to 
regulations  and  frequently  boys  under  16  gained  admittance  and 
this  was  the  beginning  of  their  moral  downfall. 

The  very  fact,  it  would  seem,  that  such  shows  are  recognized 
by  growing  children  as  morally  undesirable  should  argue  strong¬ 
ly  for  their  abolition. 

All  the  problems  embodied  in  the  above  stories  represent  pos¬ 
sible  experiences  although  they  are,  in  most  cases,  exaggerated 
considerably.  As  individual  members  of  society,  our  solution  of 
the  problems  indicates  society’s  general  tone  of  morality,  today. 


MARIE  CECELIA  MCGRATH 


56 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


57 


On  the  way  in  which  our  children  are  taught  to  deal  with  these 
and  similar  problems  depends  the  morality  of  society  tomorrow. 
The  importance  of  educating  the  children  along  lines  of  correct 
moral  thinking  cannot  be  overestimated.  The  results  obtained 
through  the  examination  of  about  4,000  school  children  on  these 
questions  will  throw  some  light,  it  is  hoped,  on  the  moral  problems 
of  childhood,  the  ideals  and  principles  of  morality  to  which  the 
child’s  mind  is  sensitive  at  various  ages  and  so  enable  us  to  at¬ 
tempt  a  rational  system  of  moral  education. 


CHAPTER  V 


Interpretation  of  the  Moral  Problems  presented  by 

means  of  Pictures 

The  third  division  of  the  tests  consists  of  a  series  of  pictures. 
In  the  first  experiment  with  the  tests  the  pictures  were  merely 
pencil  sketches  which  were  held  before  the  class  for  their  inter¬ 
pretation.  When  the  tests  were  given  in  the  revised  form  the 
pictures  used  had  the  same  themes,  but  were  redrawn  and  printed, 
so  that  each  subject  could  have  a  complete  set  of  pictures  to 
work  with.  A  set  consists  of  eight  pictures  which  are  presented 
to  the  child  with  the  question,  What  does  this  picture  mean? 
What  is  this  picture  about?,  or  What  story  does  the  picture  tell? 
It  is  necessary  to  explain  to  the  class  that  all  the  views  on  one 
card  are  part  of  a  single  theme. 

Picture  No.  i  shows  a  beggar  stealing  a  loaf  of  bread  from 
a  bakery  while  his  hungry  child  looks  in  from  without.  It  rep¬ 
resents  a  possibly  justifiable  act  of  getting  food  without  paying 
for  it. 

The  children  from  the  semi-rural  district,  G.  Public,  are  much 
more  capable  of  interpreting  the  picture,  if  we  may  judge  from  the 
results  given  in  Table  No.  23,  than  any  of  the  other  groups.  In 
order  to  have  the  answer  credited  it  was  merely  necessary  to  rec¬ 
ognize  the  act  portrayed  as  theft,  and  not  to  interpret  it  as  a 
possibly  justifiable  act.  A  second  interpretation — that  of  a  starv¬ 
ing  child  watching  rich  people  buy  food — was  given  by  many 
children.  This  answer  was  not  given  credit. 

The  value  of  this  picture  as  a  test  of  moral  knowledge  is  doubt¬ 
ful.  Interpretation  by  75  percent  may  be  attained  by  super-adults. 
However,  we  are  inclined  to  think  that  the  principle  involved  is 
not  too  difficult  for  a  15  or  1 6-year-old  child,  but  rather  that  the 
drawing  is  not  sufficiently  clear  to  enable  the  subject  to  pick  out 
the  action  which  he  is  to  interpret. 

58 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


59 


PlCTUKE  NO.  I 


6o 


MARIE  CECELIA  MCGRATH 


Picture  No.  2 


TABLE  NO.  23 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  61 


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62 


MARIE  CECELIA  MCGRATH 


Picture  No.  2  shows  a  pickpocket  in  the  act  of  thieving  on  a 
crowded  street.  This  typifies  wholly  unjustifiable  appropriation 
of  another’s  property.  No  contrast  between  the  two  pictures 
was  called  for. 

In  this  picture  also  it  was  sufficient  to  mention  the  act  of  steal¬ 
ing  to  receive  credit.  In  practically  all  cases  children  recognizing 
the  act  termed  it  “pickpocketing”  which  proved  that  in  their  mind 
there  was  no  question  as  to  the  moral  guilt  of  the  thief.  The 
average  subject  does  not  interpret  this  picture  correctly  before 
adult  age.  The  results  of  this  test  are  given  in  Table  No.  24. 

No.  3  is  made  up  of  two  pictures.  The  first  shows  two  men 
quarreling  at  cards;  the  second  shows  shooting  as  a  result  of  the 
quarrel.  It  represents  unjustifiable  taking  of  the  life  of  another 
The  record  of  this  test  is  given  in  Table  No.  25.  Children  at  12  in¬ 
terpret  this  picture  without  any  difficulty.  In  order  to  be  counted 
as  correct  it  was  required  that  the  subject  not  merely  recognize 
that  gambling  was  represented  in  the  one  picture  and  murder  in 
the  other,  but  he  must  interpret  the  cause  and  effect  relation  be¬ 
tween  the  two. 

In  No.  4  a  pioneer  has  just  shot  an  Indian  who  attempted  to 
enter  his  cabin.  It  is  evident  the  killing  of  the  Indian  is  an  act  of 
self-defense  and  therefore  justifiable.  On  the  whole,  subjects 
up  to  the  age  of  18  had  considerable  difficulty  in  interpreting 
this  picture  correctly  (Table  No.  26).  Any  explanation  which 
gave  murder  as  an  act  of  defense  was  considered  correct.  Var¬ 
ious  subordinate  interpretations  were  received  for  this  picture 
and  have  been  recorded  in  Table  No.  27.  These  interpretations 
were  classified  as  follows : 

I.  Housecleaning,  moving,  and  other  interpretations  involv¬ 
ing  no  moral  concept. 

II.  Fire,  when  mother  sacrifices  self  to  save  her  child. 

III.  A  son  threatening  to  shoot  his  mother;  a  cruel  husband 
under  the  influence  of  drink. 

IV.  Eviction  because  they  cannot  pay  their  rent. 

V.  Men  breaking  into  the  house,  woman  begging  robbers  to 
spare  the  baby;  insanity. 

None  of  these  answers  were  credited. 


CO 


Picture  No. 


64 


MARIE  CECELIA  MCGRATH 


The  picture  is  undoubtedly  open  to  severe  criticism  from  an 
artistic  standpoint.  It  was  desired  to  portray  self-defense  and 
hence  all  items  in  the  picture  should  help  us  to  see  this  central 
theme.  In  reality,  however,  the  attention  of  a  great  number  of 
persons  examined,  was  distracted  by  the  cradle  in  the  fore¬ 
ground  and  their  interpretation  centered  around  the  baby  they 
imagined  to  be  in  it.  Possibly  the  dramatic  pose  of  the  mother 
saving  her  child  so  often  portrayed  in  the  “movie”  was  sug¬ 
gested  by  the  scene  and  called  forth  a  rather  exaggerated,  emo¬ 
tional  reaction.  A  possible  insight  into  home  conditions  of  some 
of  the  children  may  be  suggested  by  the  responses  under  inter¬ 
pretation  III.  Had  it  been  possible  by  making  an  investigation 
of  home-conditions  in  these  cases  to  prove  a  relationship  between 
the  two,  the  test  would  have  an  additional  value.  However,  this 
was  not  possible,  and  we  can  only  conjecture  that  through  free 
association  this  relationship  may  exist. 

The  theme  of  No.  5  is  presented  in  three  pictures.  The  first 
shows  the  interior  of  a  church,  indicating  that  it  is  Sunday ;  the 
second  portrays  two  boys  seriously  discussing  some  project,  the 
church  being  in  the  background;  the  third  shows  the  two  boys 
fishing.  Taken  as  a  whole  the  three  pictures  tell  us  that  the 
boys  instead  of  going  to  church  have  gone  fishing  and  it  must  be 
given  this  interpretation  if  the  child  is  to  receive  credit. 

The  growth  in  moral  concepts  necessary  to  interpret  these 
pictures  is  a  gradual  one  through  16.  At  17  there  is  a  sudden 
increase  in  the  number  of  those  who  interpret  this  series  of 
pictures  (Table  No.  28).  This  awakening  takes  place  earlier 
with  Catholic  than  with  public  school  children.  This  is  undoubt¬ 
edly  due  to  the  training  the  former  receive  in  which  a  severe 
moral  penalty  is  threatened  if  one  neglects  this  duty.  They  are, 
therefore,  more  keenly  alive  to  situations  which  would  lead  to  a 
violation  of  this  important  duty. 

Another  group  of  three  pictures  is  presented  in  No.  6.  A  girl 
is  waiting  for  a  boy  who  has  apparently  signalled  her  in  seme 
way.  The  next  picture  shows  the  two  young  people  walking 
together.  It  is  evident  from  their  books  that  they  are  on  their 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


65 


Picture  No.  4 


TABLE  NO.  25 


66 


MARIE  CECELIA  MCGRATH 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


67 


TABLE  NO.  27 


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way  to  or  from  school.  The  third  picture  of  the  group  portrays 
the  boy  kissing  the  girl.  As  a  whole  the  theme  should  be  con¬ 
sidered  immature  and  improper  love. 

Over  75  percent  of  the  children  interpret  this  picture  correctly 
at  the  comparative  early  age  of  12.  This  indicates,  no  doubt,  that 
the  situation  is  recognized  as  a  possible  one  by  school  children 
entering  upon  adolescence.  It  was  not  required  that  the  child 
designate  the  impropriety  of  such  conduct  to  receive  credit:  it 
was  considered  sufficient  that  he  was  able  to  interpret  the  situa¬ 
tion  as  a  whole  as  a  ‘‘love  affair.”  The  percentages  interpreting 
the  picture  in  accordance  with  this  standard  are  given  in  Table 
No.  29. 

The  types  of  answers  are  recorded  for  the  various  ages  in 
Table  No.  30  as  follows: 

I.  Wrong  love;  flirting;  pick-up-acquaintance;  immature  love 
(condemned). 

II.  School  children’s  love  (not  condemned) 

III.  Love  at  first  sight;  courtship. 


TABLE  NO. 


68  MARIE  CECELIA  MCGRATH 


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70 


MARIE  CECELIA  MCGRATH 


IV.  Stages  of  love  from  childhood  to  adult  life. 

V.  Description  but  no  interpretation. 

At  the  age  of  12  and  after  children  are,  on  the  whole,  keenly 
aware  of  the  impropriety  of  the  act  portrayed.  As  they  near 
maturity  the  consciousness  that  such  actions  are  wrong  is  de¬ 
veloped  more  and  more. 

The  answers  of  boys  and  girls  in  this  situation  were  filled  with 
the  popular  tendency  to  hold  the  girl  responsible.  Boys  admit 
freely  that  the  boy  was  the  aggressor — e.g.,  “He  is  taking  advan¬ 
tage  of  that  girl” — but  they  add  some  further  remark  as  “She 
should  not  allow  it,”  or,  “She  should  be  more  careful  about  where 
she  goes  and  with  whom.”  Even  those  interpretations,  which 
considered  the  girl  as  being  attacked,  asserted  that  she  should  not 
have  walked  in  the  woods  alone.  These  answers  show  that  the 
child  entering  upon  adolescence  is  conscious  of  the  dangers 
lurking  behind  such  an  apparently  innocent  escapade  as  the  love 
of  school  children. 

In  No.  7  three  pictures  again  are  used  to  represent  the  theme. 
The  first  portrays  an  apparently  happy  family  at  the  breakfast 
table.  The  husband  is  then  shown  leaving  for  work,  his  wife 
and  daughter  waving  goodby  to  him  from  the  porch.  The  last 
drawing  shows  the  man  in  a  cabaret  with  another  woman — de¬ 
cidedly  a  woman  of  the  underworld. 

Answers  were  not  regarded  as  correct  unless  they  expressed  in 
some  way  the  existence  of  marital  infidelity,  although  it  was  not 
required  that  the  infidelity  be  attributed  to  the  husband.  This  is 
found  to  be  a  test  for  adult  years.  The  percentages  interpreting 
this  picture  correctly  are  recorded  in  Table  No.  31. 

A  record  of  the  person  charged  with  infidelity  is  given  below. 
The  tendency  is  for  more  persons  at  all  ages  except  at  9  and  adult 
age,  to  consider  the  wife  false  rather  than  the  husband.  This  is 
an  interesting  phenomenon  when  we  consider  that  the  picture  por¬ 
trays  very  clearly  that  it  is  the  man  who  is  unfaithful.  We  may 
assume  that  children  are  reading  into  this  picture  ideas  already 
formed  in  their  minds.  In  how  far  may  we  attribute  this  atti¬ 
tude  of  mind  to  the  impressions  children  receive  in  the  “movie”? 


ICTURE 


Picture  No. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


73 


To  have  55  percent  of  the  children  at  13  years  interpret  this  pic¬ 
ture  correctly,  demonstrating  beyond  doubt  that  they  understand 
what  marital  infidelity  is,  points  to  a  precocious  development 
along  these  lines  which  is  probably  due  to  information  imparted 
by  moving  picture  shows. 


Age 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Ad. 

4 

21 

42 

90 

88 

127 

126 

58 

42 

15 

7 

Man  False 

11.1 

8.9 

10.0 

19.4 

17.2 

24.1 

33.0 

24.4 

33.6 

37.5 

50.0 

5 

27 

67 

116 

166 

171 

179 

103 

61 

16 

2 

Woman  False 

13.9 

11.4 

16.0 

24.9 

32.4 

32.5 

46.9 

43.3 

48.8 

40.0 

14.3 

TABLE  NO.  30 


(Principle) 

I 

| 

II 

111  1 

IV 

V 

Sex 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

Age 

2 

5 

3 

3 

5 

5 

1 

0 

3 

6 

9 

13.3 

22.8 

20.0 

13.7 

33.4 

22.8 

6.7 

.0 

20.0 

27.3 

29 

51 

21 

7 

34 

20 

0 

2 

31 

25 

10 

16.5 

43.9 

12.0 

6.0 

19.4 

17.2 

.0 

1.7 

17.7 

21.5 

27 

52 

16 

18 

43 

40 

8 

7 

44 

41 

11 

15.0 

26.0 

8.9 

9.0 

23.9 

20.0 

4.4 

3.5 

22.8 

20  5 

66 

94 

23 

25 

79 

63 

13 

10 

36 

25 

12 

I  28.5 

39.5 

9.9 

10.5 

34.1 

26.5 

5.6 

4.2 

15.6 

10.5 

91 

106 

33 

17 

86 

66 

7 

9 

31 

20 

13 

I  32.3 

44.5 

11.7 

7.1 

3t.5 

27.7 

2.5 

3.8 

11.0 

8.4 

103 

119 

32 

45 

99 

60 

9 

11 

26 

20 

14 

|  39.7 

39.5 

12.3 

14.9 

38.1 

19.9 

3.4 

3.6 

10.0 

6.6 

106 

99 

23 

50 

51 

42 

4 

15 

20 

17 

15 

I  50.7 

40.8 

11.0 

20.6 

24.4 

17.3 

1.9 

6.2 

9.6 

7.0 

56 

72 

17 

23 

21 

24 

5 

13 

3 

6 

16 

|  51.0 

46.8 

15.5 

15.6 

19.1 

16.3 

4.6 

9.1 

2.7 

3.9 

24 

38 

5 

8 

18 

10 

2 

8 

2 

3 

17 

|  45.4 

54.3 

9.5 

11.4 

34.0 

14.3 

3.8 

11.4 

3.8 

4.3 

10 

5 

2 

7 

5 

6 

0 

4 

0 

1 

18 

I  62.5 

20.0 

12.5 

28.0 

31.3 

24.0 

.0 

16.0 

.0 

4.0 

3 

2 

1 

1 

4 

3 

0 

0 

0 

0 

Ad. 

|  37.5 

40.0 

12.5 

20.0 

50.0 

60.0 

1  *° 

.0 

.0 

.0 

No.  8  was  intended  to  represent  gossip.  Two  girls  are  busily 
engaged  discussing  something  “terrible,”  without  being  aware 
that  the  subject  of  their  conversation  is  listening  though  hidden 
from  their  view  by  a  palm.  This  picture  may  also  be  interpreted  as 
“eavesdropping”  or  “jealousy.”  Credit  was  given  for  any  of 
these  answers. 

The  average  child  of  15  is  able  to  interpret  this  picture  accord¬ 
ing  to  the  data  presented  in  Table  No.  32.  In  all,  seven  different 


MARIE  CECELIA  MCGRATH 


Picture  No.  8 


TABLE  NO.  31 


THE 

MORAL  DEVELOPMENT 

OF 

CHILDREN 

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MARIE  CECELIA  MCGRATH 


interpretations,  including  the  three  which  were  accepted  as  correct, 
were  given  for  this  picture.  They  are  presented  in  Table  No.  33 
in  the  following  order : 

I.  Gossip. 

II.  Eavesdropping. 

III.  Modesty  or  immodesty. 

IV.  Neglected  or  “snubbed.” 

V.  Worrying  others  with  the  story  of  your  troubles. 

VII.  An  apparition  appearing  to  two  girls  (guardian  angel, 
their  dead  mother,  or  sister). 

“Eavesdropping”  and  “gossip”  predominate  as  interpretations 
of  this  picture.  “Eavesdropping”  is  the  more  general  interpreta¬ 
tion  up  to  the  age  of  16  after  which  “gossip”  is  more  frequently 
mentioned.  This  may  be  indicative  of  a  change  in  the  individual’s 
outlook  on  society.  Placing  himself  in  the  position  of  the  young 
girl  behind  the  palms  who  is  the  central  figure  of  the  picture,  he 
develops  from  the  offender  listening  to  a  conversation  not  meant 
for  him,  to  the  offended  overhearing  a  bit  of  gossip  about  him- 


TABLE  NO.  33 


(Principle) 

I 

II 

III 

IV 

V 

VII 

VIII 

Sex 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

Age 

1 

4 

4 

8 

0 

1 

0 

1 

0 

1 

1 

1 

0 

1 

9 

8.3 

9.1 

33.3 

18.2 

.0 

4.6 

.0 

4.6 

.0 

4.6 

8.3 

4.6 

.0 

4.6 

13 

15 

29 

32 

1 

1 

8 

10 

0 

1 

6 

2 

0 

1 

10 

10.5 

13.8 

23.5 

29.4 

0.8 

0.9 

64.8 

9.2 

.0 

0.9 

48.6 

1.8 

.0 

0.9 

22 

37 

59 

52 

1 

0 

26 

11 

0 

0 

12 

3 

2 

0 

11 

12.3 

19.2 

33.0 

27.0 

0.6 

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14.6 

5.7 

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6.7 

1.6 

1.1 

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29 

56 

75 

74 

31 

0 

0 

21 

0 

2 

14 

7 

5 

2 

12 

1  12.6 

23.9 

32.7 

31.5 

13.5 

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8.9 

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0.9 

61.0 

3.0 

21.8 

0.9 

73 

69 

96 

86 

2 

1 

11 

19 

0 

0 

10 

6 

5 

1 

13 

22.8 

29.2 

30.0 

36.5 

6.2 

0.4 

34.3 

8.1 

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31.2 

2.5 

15.6 

0.4 

58 

108 

85 

82 

1 

6 

23 

16 

2 

2 

7 

4 

6 

5 

14 

22.6 

40.0 

33.2 

30.3 

0.4 

2.2 

9.0 

5.9 

0.8 

0.7 

2.7 

1.5 

2.3 

1.9 

67 

81 

81 

99 

4 

2 

11 

13 

0 

1 

5 

1 

6 

3 

15 

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33.9 

39.8 

41.5 

19.7 

0.8 

54.1 

54.5 

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0.4 

24.6 

0.4 

29.5 

1.3 

28 

75 

44 

40 

2 

2 

8 

9 

0 

1 

6 

2 

2 

3 

16 

|  24.6 

48.8 

38.7 

26.0 

1.8 

1.3 

7.0 

6.9 

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0.7 

5.3 

1.3 

1.8 

2.0 

27 

44 

15 

17 

0 

4 

2 

0 

0 

0 

0 

0 

2 

2 

17 

I  52.9 

61.2 

29.4 

23.6 

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5.6 

3.9 

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.0 

3.9 

2.8 

7 

9 

8 

9 

0 

0 

0 

1 

0 

1 

0 

1 

0 

0 

18 

I  43.8 

36.0 

50.0 

36.0 

.0 

.0 

.0 

4.0 

.0 

.0 

.0 

4.0 

.0 

.0 

6 

2 

1 

1 

0 

0 

0 

0 

0 

0 

0 

0 

0 

0 

Ad. 

|  85.7 

40.0 

14.3 

20.0 

.0 

.0 

.0 

.0 

.0 

.0 

.0 

.0 

.0 

.0 

THE  MORAL  DEVELOPMENT  OF  CHILDREN 


77 


self.  But  whatever  this  change  may  mean  subjectively  in  the 
development  of  the  individual,  it  marks,  objectively,  the  ability 
to  distinguish  and  the  tendency  to  interpret  in  terms  of  a  greater 
wrong  at  a  more  mature  age. 

The  value  of  the  pictures  lies  in  the  fact  that  no  interpretation 
of  the  situation  presented  is  possible  unless  the  child  is  familiar 
with  it  and  understands  something  of  its  significance.  An  inter¬ 
pretation  of  a  picture,  therefore,  shows  beyond  question  of  doubt 
that  the  child  has  some  knowledge  of  the  subject  suggested,  and 
that  the  principles  which  he  reveals  in  his  interpretation  disclose 
the  ideals  by  which  he  judges  conduct. 


CHAPTER  VI 


Results  obtained  by  Direct  Questioning  and  Special  Tests 

We  will  next  consider  in  the  order  in  which  they  were  pre¬ 
sented  to  the  children,  the  groups  of  questions  in  Part  II  of  our 
blank.  The  subject  is  asked  in  the  first  test  whether  or  not  he 
considers  it  a  sin  to  do  certain  things.  There  is  recorded  in  the 
Tables  following  the  absolute  numbers  and  the  percentages  of 
those  answering  in  the  affirmative.1  The  questions  require  the 
answer  “Yes”  or  “No”  to  a  specific  act  universally  considered,  that 
is,  without  regard  for  exceptions  to  the  rule.  The  results  recorded 
in  all  the  Tables  which  follow  give  the  percentage  of  children 
answering  “Yes”  to  the  question,  regardless  of  whether  or  not 
it  is  the  correct  answer. 

Is  it  a  sin  to  stay  away  from  church  on  Sunday ? 

Table  No.  34  below  indicates  that  the  response  of  the  majority 
of  children  whether  from  the  public  schools  or  the  Catholic 
schools  is  an  affirmative  one.  If  we  consider  the  lowest  percen¬ 
tages  between  the  ages  of  ten  and  sixteen  inclusive,  we  find  the 
following:  S.  Public — Age  14  B — 56.3  percent; — P.  Public — 
Age  15  B — 66.7  percent; — G.  Public' — Age  11  G — 60.9  percent; 
— Catholic — Age  12  G — 96.8  percent. 

The  total  for  all  schools  shows  the  lowest  average  for  the  boys 
to  be  89.0  percent,  given  at  14  years  and  for  the  girls  90.1  percent 
given  at  13  years.  The  final  average  shows  that  the  lowest  score 
between  10  and  16  years  is  made  at  12  years  where  the  average  is 
90.2  percent. 

It  is  to  be  noted  that  the  percentage  of  affirmative  answers  is 
higher  at  every  age  for  Catholic  than  for  public  school  children 
and  that  whereas,  at  the  higher  ages  notably  from  13  on,  the 
percentages  decline  for  the  public  school  subjects,  they  do  not 
for  the  Catholic.  This  variation  is  to  be  expected  because  of 
differences  in  doctrinal  teaching  of  Catholic  and  non-Catholic. 
The  answer  “Yes”  is  the  correct  one  to  this  question  for  all  ages. 

1  For  explanation  of  form  of  Table  see  p.  22. 


78 


TABLE  NO.  34 

Is  it  a  sin  to  stay  away  from  church  on  Sunday? 


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MARIE  CECELIA  MCGRATH 


Is  it  a  sin  to  go  to  bed  without  saying  your  prayers ?  (Table 
No.  35). 

This  second  question  of  religious  duty  shows  that  the  vast 
majority  of  children  do  consider  neglecting  one’s  prayers  a  sin. 
At  the  age  of  6  the  belief  in  the  obligation  is  practically  unani¬ 
mous  and  continues  to  be  held  by  almost  all  children  up  to  the 
age  of  ii.  In  the  Catholic  schools  all  averages  up  to  the  age  of  15 
are  over  90  percent.  After  this  age  scepticism  regarding  the 
existence  of  this  duty  increases  and  is  more  apparent  in  the  boys 
than  in  the  girls.  At  17,  out  of  a  total  number  of  forty-four 
cases  of  Catholic  boys  but  twenty-five  or  56.8  percent  consider 
this  a  sin,  while  at  the  same  age  87.2  percent  of  the  girls  hold  it 
a  sin.  In  the  final  summation  it  will  be  noted  that  the  maximum 
percentage  of  affirmative  answers  is  given  at  11  years  and  that 
with  the  exception  of  the  12  year-old  average  percentage  which 
falls  below  the  13  year-old  average,  there  is  a  gradual  lowering 
of  percentages  until  at  adult  age  it  reaches  70.9  percent. 

These  averages  point  to  the  fact  that  children  of  all  denomina¬ 
tions  consider  prayer  an  important  duty.  As  to  the  morality  of 
the  problem  of  saying  one’s  prayers,  there  is  a  religious  obligation 
for  man  to  ask  God  for  the  grace  and  help  of  which  he  stands  in 
need.  At  least  those  who  recognize  the  Christian  concept  of 
God  will  accept  this  principle.  It  would,  therefore,  be  morally 
wrong  to  neglect  prayer  totally.  There  is,  however,  no  clearly 
defined  obligation  to  pray  every  morning  or  evening.  Children 
at  an  early  age  should  be  taught  to  develop  the  habit  of  morning 
and  evening  prayer.  A  child  who  voluntarily  neglects  an  act 
which  tends  to  the  development  of  this  habit  may  perhaps  be 
looked  upon  as  guilty  of  a  trivial  offense  against  the  law  of 
man’s  duty  of  prayer.  The  point  on  which  one  should  insist  at 
an  early  age  should  be  the  duty  of  developing  the  habit,  and  not 
that  occasional  omissions  are  grievously  wrong.  In  our  paper 
we  considered  an  answer  “Yes”  as  correct  inasmuch  as  it  showed 
the  existence  of  a  moral  consciousness  that  is  fundamentally  cor¬ 
rect.  Though  Moral  Theology  may  technically  declare  that  a 
single  omission  of  night  prayers  is  not  in  itself  sinful,  neverthe- 


TABLE  NO.  35 

Is  it  a  sin  to  go  to  bed  without  saying  your  prayers? 


Ad. 

B  G 

2  3 

33.3  100.0 

1  11 

50.0  84.6 

3  14 

38.0  87.5 

17 

70.9 

18 

B  G 

8  2 

72.7  66.7 

6  21 

66.7  80.9 

14  23 

70.0  79.4 

37 

75.5 

17 

B  G 

0  2 

.0  100.0 

8  7 

72.7  87.5 

25  61 

56.8  87.2 

33  70 

60.1  87.5 

103 

76.2 

16 

B  G 

3  3 

100.0  100.0 

2  2 

66.7  100.0 

26  15 

92.8  83.4 

63  100 

78.7  81.0 

94  116 

81.8  81.2 

210 

81.7 

15 

B  G 

6  11 

100.0  100.0 

6  2 

66.7  100.0 

30  29 

78.9  93.7 

123  158 

82.4  86.9 

165  200 

80.9  88.0 

365 

85.0  | 

14 

B  G 

14  11 

87.5  100.0 

20  13 

95.2  100.0 

40  47 

83.2  94.0 

142  146 

93.7  92.0 

216  217 

90.7  93.3 

433 

92.2 

13 

B  G 

10  7 

90.9  77.8 

30  26 

85.8  96.3 

40  55 

86.8  96.3 

136  76 

|  96.6  92.7 

216  164 

92.9  93.5 

380 

93.1 

12 

B  G 

10  3 

90.9  60.0 

27  26 

87.2  92.8 

30  41 

83.4  93.1 

1 

101  96 

92.9  90.2 

168  166 

89.0  91.3 

1  1 

334 

90.2 

11 

B  G 

3  3 

100.0  100.0 

19  19 

86.5  95.0 

20  23 

100.0  100.0 

94  118 

97.8  97.9 

2  1 

100.0  100.0 

138  164 

96.6  98.4 

302 

97.5 

10 

B  G 

2 

100.0 

13  13 

100.0  92.9 

7  12 

87.5  100.0 

89  69 

97.0  94.5 

13  1 

100.0  100.0 

6  6 

100.0  100.0 

128  103 

97.3  95.8 

231 

96.6  1 

9 

B  G 

1  0 

100.0  .0 

18  14 

90.0  100.0 

5  2 

100.0  100.0 

3  3 

100.0  100.0 

27  19 

93.2  100.0 

46 

95.7 

8 

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9  19 

100.0  100.0 

6  6 

100.0  100.0 

15  25 

100.0  100.0 

40 

100.0 

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100.0  95.0 

5  13 

100.0  100.0 

23  32 

100.0  97.0 

55 

98.1 

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8  4 

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3  6 

100.0  100.0 

11  10 

100.0  100.0 

21 

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82 


MARIE  CECELIA  MCGRATH 


less  our  data  show  that  children  who  have  no  conscience  on  this 
point  are  abnormal  in  their  moral  development.  The  answer 
“Yes”  is  scored  plus  up  through  the  18  year-old  group — the 
average  adult  may  answer  either  “Yes”  or  “No.” 

Is  it  a  sin  not  to  say  “grace”  before  meals?  (Table  No.  36.) 

This  third  question  also  concerns  religious  duty,  yet  a  duty  of 
much  less  importance  than  either  of  the  others  considered.  It 
is  found  that  little  children  do  not  show  much  power  of  discrimi¬ 
nation  in  regard  to  the  duty  mentioned,  but  that  from  9  years 
where  the  percentage  of  affirmative  answers  drops  below  eighty 
for  the  first  time,  there  is  a  regular  decrease  in  the  percentages 
until  the  16  year-old  level,  when  they  fall  below  50.0  percent, 
and  remain  below  this  limit  through  the  adult  age  group.  The 
normal  child  up  to  the  age  of  11,  it  may  be  said,  will  answer 
“Yes”  to  this  question,  but  beyond  that  age  the  answer  will  be 
doubtful,  depending  presumably  on  the  training  received.  The 
child  who  answers  “No”  before  the  age  of  11  is  more  developed, 
for  some  reason,  than  the  average  child  of  his  age. 

Is  it  a  sin  to  talk  about  someone  you  do  not  like ?  (Table  No. 

37-) 

In  this  question  the  principle  involved  changes  from  one  of 
religious  duty  to  that  of  charity  to  our  neighbor.  The  question 
was  given  in  its  present  form  rather  than  simply  “to  talk  about 
someone”  because  it  was  felt  that  often  the  individual  allows  his 
performance  of  a  moral  duty  to  be  influenced  by  his  emotions. 
Thus,  if  one  recognizes  a  duty  of  charity  to  those  who  are 
naturally  repugnant  to  him,  we  may  conclude  he  will  recognize 
this  duty  generally. 

The  data  given  in  Table  No.  37  shows  that  all  public  school  chil¬ 
dren  whether  they  are  from  the  city  or  from  the  suburban  dis¬ 
tricts,  have  about  the  same  sense  of  responsibility  in  regard  to 
the  character  of  their  neighbor.  Catholic  school  children  show  a 
slightly  greater  awareness  of  this  obligation  than  do  the  public 
school  children  and  in  all  cases  girls  seem  to  feel  the  responsibility 
more  than  boys  do.  A  consideration  of  the  final  summation 
between  the  ages  of  10  and  16,  at  each  of  which  years  we  have 


Is  it  a  sin  not  to  say  “grace”  before  meals? 


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84 


MARIE  CECELIA  MCGRATH 


results  on  more  than  two  hundred  subjects,  shows  that  the  largest 
percentage  answer  in  the  affirmative  at  io  years  after  which  there 
is  a  slight  decrease  for  two  years,  then  at  13  an  increase  which 
continues  until  16  at  which  time  there  is  another  decrease.  This 
second  decrease  continues  through  the  17,  18  and  adult  groups. 
This  test  seems  to  indicate  that  belief  in  the  moral  responsibility 
of  the  individual  to  respect  the  character  of  his  neighbor  is  wide¬ 
spread  but  that  there  is  a  dulling  of  moral  acumen  on  this  point 
in  the  later  years  of  adolescence  and  early  adult  life.  However, 
the  average  subject  up  through  the  age  of  18  answers  “Yes”  to 
this  question. 

Is  it  a  sin  to  talk  in  school?  (Table  No.  38.) 

This  question  is  so  simple  and  the  answer  so  obviously  “No” 
that  it  was  thought  to  be  almost  worthless.  The  Table  below 
which  gives  in  absolute  numbers  and  in  percent,  the  number 
answering  “Yes”  to  the  question  shows  how  widespread  is  the 
misconception  of  the  obligation.  Even  at  16  the  final  summation 
shows  35.8  percent  of  the  cases  answering  “Yes”  to  the  question 
while  at  6  years  all  cases  considered  hold  it  a  sin.  This  is  consid¬ 
ered  sinful  by  a  higher  percentage  of  the  children  in  the  Catholic 
schools  than  of  those  in  the  public  schools;  and  in  general,  the 
girls  are  more  inclined  to  think  it  so  than  the  boys. 

The  questions,  Is  it  a  sin  to  throw  snowballs?  and  Is  it  a  sin  to 
throw  snowballs  when  forbidden  to  do  so?,  were  given  for  the 
purpose  of  seeing  at  what  age  children  differentiate  between  an 
act  that  is  morally  indifferent  and  the  same  act  when  it  has  be¬ 
come  morally  significant  because  it  is  prohibited  by  lawful  au¬ 
thority.  A  comparison  of  the  results  shows  that  this  power  of 
differentiation  is  noticeable  at  9  and  is  clearly  defined  by  the 
age  of  12.  Both  Tables  below  present  the  children  answering 
“Yes”  to  these  questions.  The  answer  “No”  is,  of  course,  the 
only  one  credited  for  the  first  question;  “Yes”  is  the  correct 
answer  to  the  second  question.  The  results  for  these  questions 
are  tabulated  in  Tables  No.  39  and  40,  respectively. 


Is  it  a  sin  to  talk  about  someone  you  do  not  like? 


Ad. 

B  G 

3  2 

50.0  66  7 

2  10 

100.0  76.9 

5  12 

62.5  75.0 

17 

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18 

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! 

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36 

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7  6 

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85.7  85.8 

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16 

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15  12 

53.6  89.0 

63  112 

77.5  90.7 

83  129 

72.2  90.3 

212 

82.5 

15 

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5  9 

83.3  81.8 

7  2 

77.8  100.0 

31  26 

81.5  78.8 

130  169 

88.4  93.0 

173  206 

85.6  90.2 

379 

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14 

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9  11 

56.3  100.0 

18  13 

85.7  100.0 

34  43 

70.7  87.7 

133  131 

87.8  87.8 

194  198 

81.9  89.1 

392 

1  85.5 

13 

B  G 

9  8 

81.8  88.9 

23  23 

82.9  85.1 

1  33  48 

67.3  84.0 

125  77 

|  88.8  93.9 

190  156 

81.7  88.9 

346 

1  84.8 

' 

12 

B  G 

10  5 

90.9  100.0 

23  26 

74.3  92.8 

26  21 

74.4  47.7 

95  93 

87.4  87.4 

154  144 

83.2  79.2 

298 

80.8 

11 

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3  3 

100.0  100.0 

14  13 

63.7  95.0 

16  22 

80.0  95.7 

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87.4  91.3 

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119  155 

83.3  93.0 

274 

88.5 

10 

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38 

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19  27 

82.7  81.8 

46 

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TABLE  NO.  39 

Is  it  a  sin  to  throw  snowballs?  (Percent  answering  YES.) 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


89 


Is  it  a  sin  to  tell  or  listen  to  a  bad  joke  or  story  f ,  and  Is  it  a 
sin  to  look  at  pictures  that  are  not  nice?,  were  designed  to  bring 
out  the  attitude  of  the  child  on  the  obligation  to  keep  one’s  mind 
pure.  The  increase  of  belief  in  the  conviction  that  it  is  a  sin 
shown  by  the  children  in  the  Catholic  schools  and  the  similar 
increase  shown  by  the  public  school  girls  at  the  higher  ages  as 
compared  with  the  decrease  of  belief  shown  by  the  public  school 
boys,  is  worthy  of  note.  Is  it  possible  that  this  is  an  indication 
of  the  double  standard  of  morality  so  prevalent  in  our  society? 
The  percentages  of  the  children  giving  correct  responses  at  6 
and  7  are  lower  comparatively  than  those  at  the  higher  ages. 
This  can  hardly  be  due  to  the  fact  that  the  younger  children  con¬ 
sider  these  things  less  wrong  than  older  children  but  rather  that 
they  do  not  comprehend  the  problem  given  them.  On  the  other 
hand  the  number  of  correct  answers  at  these  lower  ages  indicates 
that  the  wording  of  the  question  was  faulty.  The  children  knew, 
of  course,  that  it  was  wrong  to  do  anything  that  was  not  “nice” 
or  that  was  “bad”  and  answered  correctly  although  they  had  no 
specific  insight  into  the  problem  presented  (Tables  No.  41  and 
42). 

A  moral  situation  which  the  child  is  occasionally  called  upon 
to  meet  is  suggested  in  the  question  Is  it  a  sin  to  keep  the  change  if 
the  clerk  gives  you  too  much?  The  large  majority  answer  in  the 
affirmative  which  is  the  answer  credited.  However,  the  children 
from  the  semi-rural  districts  represented  by  G.  Public  and  S. 
Public  schools  are  slightly  less  positive  than  are  the  city  children 
represented  by  P.  Public  and  the  Catholic  schools.  At  practically 
all  ages  also  the  girls  show  a  higher  percentage  than  the  boys.  The 
difference  in  both  cases,  however,  is  so  small  as  to  be  negligible 
(Table  No.  43). 

Is  it  a  sin  to  fight?  (Table  No.  44.) 

The  6-year-olds  are  thoroughly  convinced  that  it  is,  but  as 
we  increase  the  age  the  conviction  becomes  less  marked.  How¬ 
ever,  even  at  the  higher  ages  at  least  one-half  the  cases  consider 
the  act  wrong.  The  attitude  of  the  younger  children  on  this 
question  may  be  due  to  the  fact  that  usually  fighting  involves  an 


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MARIE  CECELIA  MCGRATH 


act  of  disobedience  and  as  is  shown  elsewhere,  to  obey  is  the  first 
moral  law  which  the  child  knows.  The  answer  “Yes”  is  counted 
correct  through  the  age  of  14  after  which  age,  the  response  can¬ 
not  be  scored  as  either  correct  or  incorrect. 

Is  it  a  sin  to  cheat?  (Table  No.  45.) 

“To  cheat”  is  universally  considered  a  wrong  thing  to  do,  if 
we  may  judge  from  the  large  percentages  answering  this  ques¬ 
tion  in  the  affirmative.  “Yes”  is,  therefore,  the  correct  answer 
to  this  question  at  all  ages. 

Is  it  a  sin  to  flirt?  (Table  No.  46.) 

The  answer  of  a  large  group  of  adults  on  this  question  would 
be  enlightening  considering  the  prevalency  of  the  habit.  While 
we  may  say  definitely  that  it  is  not  a  sin  in  the  sense  in  which  the 
word  “flirting”  is  usually  understood,  that  is,  as  the  attempt  to 
merely  attract  the  attention  of  a  person  of  the  opposite  sex,  never¬ 
theless  it  is  admittedly  vulgar.  The  results  at  6  and  7  in  our 
Table  may  be  thrown  out  because  the  child  when  asked  to  explain 
his  answer  either  could  not  do  so  or  had  a  false  concept  of  what 
“to  flirt”  meant.  A  false  moral  concept  of  this  action  is  certainly 
prevalent  among  children — more  so  among  girls  at  all  ages  than 
among  boys — but  it  tends  to  correct  itself  as  the  child  grows  older. 
However,  the  number  persisting  in  this  concept  even  at  adult  age 
is  surprising.  In  scoring  the  answers  to  this  question  “Yes”  is 
counted  the  correct  answer  for  the  average  child  through  the  age 
of  11,  after  which  age  the  answer  cannot  be  scored  as  either 
right  or  wrong. 

Group  II  presents  a  series  of  simple  situations  which  the  child 
is  asked  to  solve.  Each  of  these  situations  involves  some  moral 
concept. 

The  first  problem,  What  should  you  do  if  you  saw  a  lady  in 
front  of  you  drop  a  five  dollar  bill?,  proves  by  the  almost  unani¬ 
mous  reply  “Pick  it  up  and  give  it  to  her,”  that  honesty  as  a  fun¬ 
damental  principle,  is  grasped  by  the  child  at  a  very  early  age. 
Only  an  answer  which  brings  out  this  principle  of  honesty  is 
credited  (Table  No.  47). 


TABLE  NO.  45 
Is  it  a  sin  to  cheat? 


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MARIE  CECELIA  MCGRATH 


A  more  personal  question  is  asked  when  the  subject  is  re¬ 
quested  to  tell  what  he  should  do  if  his  playmate  broke  his  checker¬ 
board.  Contrary  to  expectation  a  feeling  of  resentment  or  of 
anger  does  not  overcome  the  principle  of  charity  involved.  One 
of  the  most  uncharitable  answers  met  was  “If  he  did  it  on  pur¬ 
pose,  make  him  pay  for  it — if  not,  forgive  him.”  The  practical 
child  occasionally  revealed  himself  in  the  answer,  “Fix  it" — but 
in  general  the  response  was  “Keep  quiet"  or  “Forgive  him.” 
These  answers  all  of  which  show  that  the  child  possesses  some 
concept  of  his  duty  to  be  kind  to  his  playmate,  were  credited  as 
correct.  Answers  which  showed  no  such  appreciation  were 
counted  as  wrong  (Table  No.  48). 

A  problem  of  politeness  in  a  rather  embarrassing  situation  is 
suggested  in  the  question,  How  should  you  act  if  your  teacher 
scolded  you  for  not  having  your  lessons f  To  have  his  answer 
considered  correct  the  child  must  feel  it  his  obligation  to  do  more 
than  “Keep  quiet.”  The  “Flave  them  next  time"  answer  showed 
the  general  seriousness  with  which  a  reprimand  from  the  teacher 
is  taken  by  the  majority  of  children.  Small  children,  however, 
consider  their  feelings  very  often  and  answer  “Cry.”  Percen¬ 
tages  here  would  seem  to  show  that  the  authority  of  the  teacher 
is  not  often  called  into  question,  especially  after  the  age  of  14 
(Table  No.  49). 

A  little  information  on  the  subject  of  authority  in  the  home 
may  be  gleaned  from  the  question,  How  should  you  act  if  your 
mother  told  you  to  come  home  to  go  to  the  store  and  the  boys 
wanted  you  to  play  ball f  Obedience  is  universal  or  practically  so 
with  children.  All  the  children  at  6  to  whom  the  test  was  given 
would  “Go  home.”  There  are  a  few  indocile  individuals  between  8 
and  13,  but  the  number  is  very  small.  At  13  there  is  a  re-awakening 
of  the  duty  of  fulfilling  this  obligation  which  persists  into  the 
adult  age.  Children  universally  recognize  the  necessity  of  com¬ 
plying  with  an  express  command  from  their  parents.  Knowing 
the  right  thing  to  do  does  not  necessarily  mean  doing  the  right 
thing;  and  yet  the  child  reasons  according  to  experience,  not  ac¬ 
cording  to  abstract  principles  of  right  or  wrong.  Therefore, 


What  should  you  do  if  your  playmate  broke ‘your  checker-board? 


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How  should  you  act  if  your  mother  told  you  to  come  home  to  go  to  the  store  and  the  boys  wanted  you  to  play  ball? 


102 


MARIE  CECELIA  MCGRATH 


when  children  unanimously  agree  here  that  they  should  go  home 
that  is  probably  the  thing  experience  has  taught  them  it  is  right 
and  good  to  do.  Credit  is  given  to  the  answer  only  when  it 
shows  the  child’s  realization  that  he  must  obey  (Table  No.  50). 

What  should  you  do  if  you  had  a  bag  of  pop-corn  and  were 
eating  it  when  a  little  child  looked  up  at  you  hungrily? 

The  good-fellowship  and  generosity  of  children  at  all  ages  is 
true  in  theory,  at  least,  if  we  may  judge  from  the  answers  to 
this  question.  The  girls  seem  to  be  more  generous  than  the 
boys  in  practically  all  cases.  In  general  the  results  from  all  the 
schools  tested  show  no  differences  which  we  might  attribute  to 
environment  or  training.  The  “big-sister”  or  “big-brother”  in¬ 
stinct  is  probably  a  fundamental  one.  Unless  the  child  is  gen¬ 
erous  and  will  “Give  him  some”  he  receives  no  credit  for  his 
answer  (Table  No.  51). 

Group  III.  This  group  is  of  particular  interest  as  one  which 
makes  the  child  think  and  express  his  opinion  on  problems  of  a 
serious  nature.  Yet  they  are  not  problems  outside  the  youngest 
child’s  range  of  information.  He  must  reach  some  conclusion 
on  each  of  them  at  a  very  early  age,  but  naturally  this  conclusion 
is  modified  or  completely  changed  as  he  grows  older. 

Thus,  in  the  first  question  such  a  response  as  “I  would  not  be¬ 
lieve  him”  was  considered  a  correct  answer  to,  What  would  you 
think  if  you  heard  a  boy  say  “ There  is  no  God"?  In  fact,  any 
answer  which  would  disprove  the  suggestion  and  show  that  the 
child  believed  that  there  is  a  God  was  considered  as  valid.  The 
percentage  of  negative  answers,  small  as  it  is,  it  may  be  pointed 
out,  is  not  due  in  more  than  one  or  two  cases  to  agreement  with 
the  statement.  They  are  due  to  the  fact  that  the  child  either  did 
not  understand  the  question  or  that  for  some  reason  known  only 
to  himself  he  ignored  it.  These  percentages  are  most  interesting 
and  quite  significant  in  showing  that  children  universally  believe 
in  the  existence  of  God  in  spite  of  the  widely  heralded  atheism 
and  apparent  neglect  of  religious  training  (Table  No.  52). 

The  second  question  follows  up  the  idea  of  a  Supreme  Being 


TABLE  NO.  51 

How  should  you  act  if  you  had  a  bag  of  pop-corn  and  were  eating  it  when  a  little  child  looked  up  at  you  hungrily? 


What  would  you  think  if  you  heard  a  boy  say  “There  is  no  God? 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN  105 

by  giving  the  child  an  opportunity  to  express  his  opinion  con¬ 
cerning  rewards  and  punishments  in  the  next  life.  What  happens 
to  a  good  little  boy  when  he  dies?  That  he  goes  to  “heaven”  or 
perhaps  to  “purgatory”  is  never  doubted;  only  these  two  of  the 
answers  are  given  credit.  There  is  an  occasional  “I  do  not  know,” 
or  “I  do  not  understand,”  and  with  some  of  the  smaller  children 
an  answer  such  as  “He  is  buried”  which  shows  a  misconception 
of  the  question  (Table  No.  53). 

Whom  do  you  love  best  in  all  the  world ?  and  Why?  were  meant 
originally  to  bring  out  the  place  the  Creator  holds  in  the  mind  of 
the  child  as  compared  to  the  place  assigned  to  creatures.  “In 
all  the  world”  led  to  the  concept  by  many  that  the  question  asked 
was  what  person  he  loved  best  on  earth.  This  necessitated 
counting  two  answers  correct, — “God”  and  “parents”  (guar¬ 
dians) — provided  that  the  “why”  revealed  an  appreciation  of  an 
obligation,  e.g.,  of  gratitude.  Children  had  no  difficulty  selecting 
the  person  who  had  the  best  right  to  their  love  but  in  a  few  cases 
the  “why”  was  not  answered.  In  two  or  three  cases  above  16 
years  the  boys  claimed  to  love  “their  girl”  because  she  was  the 
person  they  had  decided  to  marry  (Table  No.  54). 

In  the  next  question,  Why  were  yon  made? ,  the  effect  of  train¬ 
ing  in  the  Catholic  schools  is  very  apparent.  The  question  was 
put  in  this  form  rather  than  in  the  catechism  form,  “Why  did 
God  make  you?”  to  prevent  children  from  answering  according 
to  a  memorized  formula.  That  this  end  was  attained  in  most 
cases,  is  apparent  in  that  the  answers  do  not  take  the  form  of 
the  catechism  but  express  in  the  child’s  own  words  his  altruistic 
purpose  in  life.  The  question  was  misunderstood  by  a  large 
number  of  public  school  children  and  was  answered  in  view  of 
the  purpose  of  their  pro-creation,  e.g.,  “Because  my  mother  wanted 
me,”  or  “Because  my  mother  loves  children.”  These  answers 
were  given  no  credit.  The  answers  in  all  the  school  systems  show 
an  increased  tendency  toward  altruism  as  the  children  grow 
older.  Credit  was  given  only  where  the  individual  expressed  some 
motive  of  an  altruistic  nature  or  better,  as  the  end  for  which  he 
lives  (Table  No.  55). 


TABLE  NO.  53 


TABLE  NO.  54 

Whom  do  you  love  best  in  all  the  world?  Why? 


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TABLE  NO.  56 
Who  made  you? 


no 


MARIE  CECELIA  MCGRATH 


Who  made  you f  causes  no  difficulty  in  the  minds  of  Catholic 
school  children  familiar  as  they  are  with  the  catechism  question 
in  this  form.  Their  answer  “God1'  does  not  cause  much  reflection, 
therefore,  because  it  is  almost  automatic.  The  majority  of  the 
public  school  children  give  the  same  answer  with  more  or  less 
difficulty.1  A  number  of  children  answer  “My  parents,  or  “My 
father,'1 — others  apparently  not  able  to  overcome  a  sense  of 
modesty  leave  the  question  unanswered.  Either  the  mention  of 
the  Creator  or  of  their  pro-creator  was  considered  a  correct  re¬ 
sponse  to  this  question.  (Table  No.  56). 

The  next  question,  From  where  do  you  think  you  came?,  in¬ 
hibited  the  answers  of  many  more  children  than  did  No.  5.  The 
younger  children  answered  “Heaven11  or  perhaps  gave  some  false 
concept  of  their  origin  without  questioning  its  authenticity. 
This  is  as  we  would  expect.  At  16  and  above,  the  question  was 
either  answered  frankly  or  left  blank.  A  few  attempts  to  evade 
the  question  by  such  answers  as  “Dust11  or  “Adam  and  Eve”  were 
found.  It  is,  however,  in  the  adolescent  period  that  the  answers 
to  this  question  are  especially  interesting.  On  this  account  Table 
No.  57,  giving  the  absolute  number  and  the  percent  of  children 
for  each  answer,  has  been  compiled. 


TABLE  NO.  57 

From  where  do  you  think  you  came? 


Age 

10 

11 

12 

13 

14 

Sex 

!  B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

(Principle) 

30 

22 

16 

43 

36 

54 

55 

53 

56 

76 

No  answer 

10.1 

22.7 

10.7 

25.1 

21.2 

27.0 

24.1 

29.2 

24.2 

34.0 

-  I 

9 

7 

13 

14 

16 

19 

30 

13 

30 

13 

I  don’t  know 

7.0 

7.2 

8.6 

4.0 

9.5 

9.5 

13.1 

7.2 

10.  S 

9.9 

Heaven  or 

75 

59 

88 

117 

76 

92 

SO 

79 

80 

80 

God 

58.5 

60.8 

58.1 

34.0 

44.8 

46.0 

35.0 

43.5 

34.6 

35.8 

| 

1 

0 

3 

4 

9 

4 

25 

13 

27 

10 

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0.8 

.0 

2.0 

1.2 

5.3 

2.0 

11.0 

7.2 

11.7 

4.5 

Any  other 

1 

12 

10 

34 

14 

24 

29 

36 

40 

44 

36 

concept 

9.4 

10.3 

22.4 

4.0 

14.2 

14.5 

15.8 

22.0 

19.0 

16.1 

A  detailed  consideration  of  the  remaining  questions  given  in 

1  The  effort  was  apparent  to  the  examiner  as  she  watched  various  subjects 
puzzling  over  the  question. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


hi 


this  group  in  the  questionnaire  will  be  considered  in  Chapter  VII, 
“The  Moral  Problems  of  Childhood.” 

Group  IV.  The  problems  of  this  group  resemble  those  of 
Group  II  in  their  general  character  but  they  are  more  difficult  to 
solve. 

The  first  three  questions  deal  with  the  duty  of  the  individual  to 
do  right  even  when  the  only  censor  of  his  act  is  his  conscience. 
The  children  were  not  asked  to  answer  “Why”  to  these  questions 
and  hence,  no  principles  for  their  answers  could  be  formulated. 
The  questions  read : 

1.  Would  it  be  wrong  to  say  a  swear  word  when  no  one  is 
around ? 

2.  Would  it  be  wrong  to  take  a  nickel  out  of  your  mother's 
pocketbook  without  asking  her ? 

3.  Would  a  lie  be  a  lie  if  no  one  ever  found  out  you  told  it? 

The  percentages  of  affirmative  answers  are  given  in  the  Tables 

No.  58,  59,  and  60  below.  Only  affirmative  answers  to  these 
questions  were  credited. 

The  power  one  has  to  influence  the  conduct  of  another  by  sug¬ 
gestion  is  a  psychological  fact,  and  the  tendency  to  neglect  a  duty 
in  the  face  of  possible  ridicule  is  a  temptation  most  people  feel  at 
some  time  during  life.  An  endeavor  was  made  to  combine  these 
two  points  in  the  problem,  What  should  you  do  if  a  little  boy  or 
girl  who  never  said  any  night  prayers  came  to  stay  at  your  house 
for  two  or  three  nights,  and  got  into  bed  before  you  have  said 
your  prayers?  As  to  power  of  suggestion  the  answers  show  that 
the  question  has  practically  none.  And  whatever  may  be  the 
temptation  in  an  actual  situation,  the  presentation  of  the  problem 
on  paper  offers  none.  The  large  percentage  of  children  are  agreed 
that  they  would  say  their  prayers.  This  satisfies  the  obligation 
with  the  older  children.  At  the  lower  ages,  that  is,  up  to  about 
12,  the  individual  feels  the  further  obligation  of  making  his 
guest  get  out  of  bed  and  say  his  prayers.  The  recognition 
of  the  obligation  to  say  his  own  prayers  was  considered  a  correct 
answer  without  concern  as  to  what  he  felt  his  duty  to  be  regarding 
his  companion  (Table  No.  61). 


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TABLE  NO.  59 

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0 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN  117 

What  should  you  do  if  your  mother  scolded  you  very  hard ? 
shows  an  interesting  development  in  emotional  control.  The  very 
young  child  will  “Cry,”  later  on  he  will  “Pout”  or  “Get  mad,” 
still  later  he  will  “Go  out”  or  “Forget  it,”  at  about  14  a  number 
will  “Forgive  her,”  while  at  15  a  larger  percent  will  “Take  it  as  I 
deserve”  or  “Promise  to  do  better.”  The  number  who  take  this 
rational  view  of  the  correction  increases  gradually  throughout  all 
the  ages.  Failure  to  appreciate  the  obligation  to  improve  when 
corrected  possibly  indicates  a  lack  of  home  training  in  this  matter. 
Only  an  expressed  appreciation  of  this  obligation  was  credited 
as  correct  (Table  No.  62). 

What  should  you  do  if  a  playmate  hit  you  without  meaning  to 
do  so  ?  This  next  question  as  stated  previously,  is  taken  from  the 
Stanford  Revision  of  the  Binet-Simon  Test,  Year  VIII.  It  illus¬ 
trates  our  duty  of  charity  and  of  forgiveness  toward  our  neighbor 
when  he  accidentally  causes  us  some  inconvenience  or  suffering. 
An  appreciation  of  this  duty  is  given  credit.  This  obligation  is 
not  appreciated  by  a  large  enough  majority  of  the  children  at 
6,  7  and  8  years  to  be  considered  a  principle  prevalent  at  these 
ages.  At  9,  however,  it  is,  and  the  increase  in  those  answering 
“Forgive  him”  or  “Do  nothing  about  it”  after  this  age  discloses 
an  increased  realization  as  one  matures  of  his  duty  to  his  neighbor 
(Table  No.  63). 

The  right  of  private  property  and  the  obligation  of  the  indi¬ 
vidual  to  make  reparation  for  damage  done  are  involved  in  the 
question :  What  should  you  do  if  your  ball  went  through  a 
neighbor's  window?  At  9  there  is  a  sudden  awakening  of  the 
duty  one  has  to  fulfill  this  obligation  to  an  injured  party.  Only 
the  answer  “To  pay  for  the  window”  was  considered  correct  for 
this  question.  The  awakening  of  this  duty  as  shown  in  story  No. 
7, 2  was  also  at  9  years  (Table  No.  64). 

The  child  becomes  aware  of  the  fact  that  he  is  responsible  for 
his  misdemeanors  and  must  not  let  others  suffer  for  them  at  an 
early  age.  The  question  reads:  What  should  you  do  if  while 
playing  in  the  parlor  you  broke  one  of  your  mother's  best  chairs? 


2  See  p.  35. 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


121 


(No  one  saw  you  break  it  and  your  brother  was  blamed  for 
doing  it.)  Very  often  when  a  child  answered  “I  would  say 
nothing”  his  reason  revealed  the  fear  he  had  of  punishment.  For 
instance,  one  child  answered  “I  wouldn’t  say  a  thing.  I  would 
let  him  get  the  licking.”  In  such  a  case  punishment  has  had 
exactly  the  opposite  effect  on  the  character  of  the  child  to  that 
desired.  The  motive  of  fear  is  probably  the  greatest  impediment 
to  a  sense  of  honor  among  children.  No  credit  was  given  for  this 
question  unless  the  child  felt  that  the  obligation  to  admit  his 
guilt  without  being  forced  to  do  so,  was  incumbent  upon  him 
(Table  No.  65). 

Group  V  was  given  in  the  following  form : 

Draw  a  line  under  each  word  in  the  list  below  which  indicates  a  trait  of 
character  you  would  like  to  possess. 


gloomy 

obedient 

conceited 

frank 

humble 

foolish 

deceitful 

flirt 

aggressive 

simple 

lazy 

patriotic 

careless 

thief 

sincere 

insulting 

loving 

polite 

charitable 

generous 

shrewd 

affected 

vain 

loyal 

dissipated 

neatness 

liar 

proud 

friendly 

insolent 

extravagant 

quarrelsome 

modest 

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dishonest 

patient 

immoral 

self-respecting 

stubborn 

cautious 

sullen 

pliable 

peace  fill 

indecent 

cheerful 

impudent 

sneak 

honest 

There  are  in  this  list  twenty-one  desirable  traits,  if  we  include 
“simple.”  In  scoring  this  question  the  number  of  correct  traits 
answered  by  each  subject  was  counted  and  the  median  number 
for  each  age  was  evaluated  from  these  records.  This  median 
was  evaluated  separately  for  each  school  system  and  the  average 
median  given  below  was  attained  by  taking  the  average  of  the 
medians  of  the  different  schools.  There  are  three  school  systems 
represented  in  this  record,  the  P.  Public,  the  G.  Public  and  the 
Catholic. 

Age  9  10  11  12  13  14  15  16  17  18  Ad. 

Median  Number 

of  Traits  6.0  10.8  12.2  14.0  14.2  14.5  13.9  15.2  16.3  17.3  16.7 


122 


MARIE  CECELIA  MCGRATH 


In  Group  VI  we  desire  to  find  at  what  age  children  become 
aware  of  certain  faults  being  more  serious  than  others.  This 
end  is  attained  by  placing  before  the  children  groups  of  five  words 
each.  In  each  Group  there  is  one  word  which  designates  an 
action  or  a  moral  character  much  worse  than  any  of  the  others. 
The  child  is  then  asked  to  cross  out  that  word  which  is  worst. 
We  may  assume  that  when  the  child  does  not  cross  out  the  cor¬ 
rect  word  he  does  not  know  its  value  in  relation  to  the  group  in 
which  it  is  placed. 

The  list  of  words  given  is  as  follows : 

In  each  of  the  following  lines  cross  out  the  word  that  is  worst. 

Example  (i)  begging,  lying,  smoking,  murder,  cheating. 

Example  (2)  dullness,  foolishness,  laziness,  slowness,  pity. 

1  fighting  borrowing  charity  killing  dislike 

2  dancing  flirting  obedience  adultery  smoking 

3  holiness  cruelty  kindness  haste  slang 

4  frankness  disloyalty  shrewdness  vanity  bigamy 

5  rudeness  meekness  gossip  slander  hesitancy 

6  bullying  insult  black-mail  tattling  scolding 

7  flattery  lying  fibbing  frank  insincere 

8  love  hate  fondness  dislike  liking 

9  courtesy  pleasantness  friendliness  gentleness  timidity 

10  stinginess  carefulness  generosity  charity  economy 

In  line  No.  1  “killing"  is  recognized  as  worst  by  a  sufficient 
majority,  that  is  75  percent  of  the  13-year-olds,  to  let  us  assume 
that  it  is  a  fair  test  for  the  average  child  at  that  age  (Table  No. 

66) . 

In  line  No.  2  the  test  given  to  the  public  school  children  reads 
as  printed  above.  Results  for  this  are  listed  under  P.  Public  and 

G.  Public  in  Table  No.  67  below.  It  will  be  noted  that  the  word 

“adultery"  was  too  difficult  for  all  children  to  whom  the  test  was 
given  in  the  P.  Public  schools  and  was  not  passed  until  year  17 
in  the  G.  Public  schools.  Children,  therefore,  before  the  age  of 
17  do  not  know  the  meaning  of  “adultery"  nor  its  relative  value 
from  the  moral  standpoint.  The  word  “adultery’ ’  was  changed  to 
“idolatry"  before  the  tests  were  given  to  the  parochial  school 
children.  Children  differentiate  the  relative  value  of  “idolatry" 
at  15.  This  record  is  given  under  Catholic  school  in  the  Table 
below. 


TABLE  NO.  66 
Line  No.  1 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


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TABLE  NO.  70 
Line  No.  5 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


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MARIE  CECELIA  MCGRATH 


The  third  list  of  words  is  comparatively  simple  if  we  consider 
the  meaning  of  the  words.  But  evidently  children  have  difficulty 
in  differentiating  their  relative  values  because  they  do  not  pass  the 
75  percent  mark  until  year  15  (Table  No.  68). 

Bigamy  is  not  recognized  as  the  worst  word  of  those  given  in 
line  No.  4  until  the  17-year-old  group  is  reached  (Table  No.  69). 

In  line  No.  5  the  test  is  approximately  passed  in  year  18.  The 
relative  seriousness  of  gossip  and  slander  as  actions  contrary  to 
the  moral  law  is  not,  however,  clearly  defined  until  adult  years 
(Table  No.  70). 

Blackmail  is  considered  the  worst  action  of  the  group  in  which 
it  is  placed  by  75  percent  of  the  children  at  17.  This  is  probably 
a  fair  test  for  children  of  16,  when  we  consider  that  it  practically 
reaches  75  per  cent  at  that  age  (Table  No.  71). 

Lying  is  not  differentiated  by  75  percent  of  the  children  in 
the  group  of  any  age.  It  may,  perhaps,  be  considered  an  18  year- 
old  test.  The  low  percentage  in  the  1 8-year-old  group  is  probably 
accidental  (Table  No.  72). 

Hate  is  recognized  as  the  worst  action  in  its  Group,  line  No.  8, 
at  age  13  (Table  No.  73). 

This  list  in  which  timidity  is  the  worst  word,  was  felt  by  the  ex¬ 
aminer  to  lack  sufficient  moral  differentiation  to  enable  the  child 
to  pick  it  out.  Table  No.  74  for  line  No.  9  shows  that  at  18  the 
75  percent  mark  is  practically  reached.  Had  a  stronger  word 
such  as  cowardice  been  used  instead  of  timidity,  the  results  would 
probably  have  been  more  definite.  However,  we  may  consider 
this  a  fair  test  for  year  18. 

Stinginess  is  differentiated  as  the  worst  word  in  its  Group  by 
the  13-year-olds.  A  phenomenon  which  occurs  quite  frequently, 
namely  that  the  14-year-old  group  falls  below  the  point  attained 
by  the  13-year-old,  is  exemplified  very  well  in  Table  No.  75. 

This  group  of  tests  may  be  used  in  a  standarized  scale  of 
Moral  Tests  to  measure  the  ability  of  the  individual  to  differen¬ 
tiate  moral  qualities.  No  credit  is  given  for  any  differentiation 
except  that  which  recognizes  the  one  word  which  is  absolutely  the 


TABLE  NO.  72 
Line  No.  7 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  12 7 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


129 


Group  VII.  The  first  four  tests  in  this  group  treat  of  the 
similarity  of  two  moral  concepts  which  are  in  general  dissimilar. 
The  question  reads : 


In  what  way  are  these  things  alike: 
(a)  Disobedience  (e) 

Stealing 


Angel 

Baby 


(b)  Swearing 
Praying 


( d )  God 

Your  soul 


An  examination  of  Table  No.  76  below  shows  that  (a)  is  not 
passed  by  75  percent  of  the  1 6-year-olds  but  is  passed  by  this 
percentage  of  17-year-olds.  In  Table  No.  77,  (b)  75  percent 
is  reached  by  the  1 8-year-old  group.  In  Table  No.  78,  (c)  this 
percentage  is  reached  by  the  1 6-year-old  group.  In  Table  No. 
79,  (d)  75  percent  is  again  reached  by  the  17-year-old  group. 

The  second  division  of  this  Group  asks  the  subject  to  tell  “In 
what  way  are  these  things  different”  : 


( e )  Saint 
Sinner 

(/)  God 
M  an 

(t)  Selfishness 
Gratitude 


(g)  Lying 
Cheating 

(h)  Love 
Hate 


Table  No.  80  which  gives  the  results  for  question  (e)  shows 
this  test  is  passed  by  the  15-year-old  group  with  a  percentage 
considerably  over  75. 

Table  No.  81  which  gives  the  results  for  question  (f)  shows 
that  this  test  also  belongs  to  the  15-year  group. 

Question  (g)  is  doubtful  even  as  a  fair  test  at  18  years,  because 
it  does  not  quite  reach  the  75  percent  limit.  However,  were  there 
enough  cases  at  adult  age  it  would  undoubtedly  be  found  that  the 
test  would  belong  to  that  period,  and  it  has  on  this  account  been 
placed  in  the  adult  age  group.  These  results  are  given  in  Table 
No.  82. 

Table  No.  83  which  gives  the  result  from  question  (h)  reaches 
75  percent  at  the  age  of  17  and  is  considered  a  fair  test  for  that  age. 

In  Table  No.  84  which  gives  the  results  for  question  (i)  75 
percent  is  again  reached  at  17. 


TABLE  NO.  76 


130 


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THE  MORAL  DEVELOPMENT  OF  CHILDREN 


135 


The  value  of  this  test  lies  in  the  fact  that  it  displays  the  ability 
of  the  individual  to  analyze  common  acts  into  their  constituent 
parts  for  purposes  of  comparison  with  other  acts  similarly  ana¬ 
lyzed.  Inability  to  analyze  the  qualities  under  consideration  pre¬ 
cludes  inability  to  compare  them  with  other  qualities  essentially 
dissimilar.  Intensified  study  of  the  answers  received  would,  if  it 
were  undertaken,  show  to  what  extent  the  subject  comprehended 
the  terms  involved,  and  recognized  their  common  factors.  This 
recognition  gives  evidence  of  an  appreciation  of  their  moral  value. 
For  our  purposes  it  was  considered  sufficient  that  the  subject 
give  a  real  likeness  or  a  real  difference  to  be  credited. 

Group  VIII.  Vocabulary. 

The  vocabulary  as  it  is  to  be  used  in  the  standardized  form 
consists  of  forty-six  words.  These  words  were  used  in  the 
reprinted  blank  given  to  the  Catholic  school  children.3  The  Table 
below  records  the  results  on  these  words  only,  starting  with  age 
9  and  proceeding  through  adult  age.  The  number  of  cases  at 
adult  age  is  so  small,  however,  that  it  was  decided  not  to  use  this 
age  in  constructing  a  standard  for  the  different  age  groups.  It 
was  found  necessary  also  in  formulating  this  standard  to  consider 
the  Public  and  Parochial  schools  separately,  owing  to  the  dif¬ 
ference  in  the  extent  of  the  respective  moral  vocabularies.  This 
difference  which  shows  that  the  Catholic  school  children  have  the 
wider  vocabulary  is  due  undoubtedly  to  the  constant  training 
these  children  receive  in  the  catechism  where  most  of  the  words 
contained  in  our  list  appear.  The  difference  is  interesting  from 
the  pedagogical  standpoint  especially,  because  it  shows  what  ac¬ 
celeration  can  be  brought  about  by  systematic  training  along  the 
lines  of  vocabulary. 

The  absolute  number  and  the  percentage  answering  each  word 
correctly  is  given  in  Table  No.  85.  Each  age  group  is  considered 
separately  and  is  divided  further  into  C  (Catholic)  and  P 
(public) . 

3  See  p.  19  for  method  of  compiling  this  vocabulary  test. 


MARIE  CECELIA  MCGRATH 


136 

The  list  of  words  used  for  this  test  are  as  follows : 


I 

God 

13 

pity 

24 

pride 

35 

murder 

2 

bad 

14 

lust 

25 

mercy 

36 

counsel 

3 

sin 

i5 

hope 

26 

death 

37 

patience 

4 

sad 

16 

soul 

27 

Satan 

38 

suicide 

5 

lie 

17 

charity 

28 

anger 

39 

blasphemy 

6 

hell 

18 

abhor 

29 

virtue 

40 

effeminate 

7 

love 

19 

gratitude 

30 

heaven 

4i 

infanticide 

8 

flirt 

20 

snob 

31 

justice 

42 

veneration 

9 

obey 

21 

cruel 

32 

courage 

43 

Patricide 

10 

kind 

22 

steal 

33 

worship 

44 

degradation 

11 

devil 

23 

gentle 

34 

obstinate 

45 

Sadism 

1 2 

holy 

46 

manslaughter 

A  definition 

was 

considered 

correct  if  it 

gave  a 

logical  mean- 

ing  for  the  word  and  if  it  also  involved  a  moral  concept.  By  a 
logical  definition  we  understand  one  which  gives  a  meaning  of  the 
word  commonly  accepted  as  correct.  Occasionally  a  word  may 
be  given  a  logical  definition  and  yet  be  marked  minus  in  the  rec¬ 
ord  because  it  contains  no  moral  concept.  Our  purpose  is  pri¬ 
marily  not  to  get  definitions  for  the  words  but  rather  to  see  at 
what  age  the  moral  concept  becomes  evident. 


The  number  of  words  passed  at  the  various  ages  for  the  two 
groups  of  children  follow : 


Age 

9 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Catholic 

9 

15 

17 

19 

21 

22 

21 

28 

30 

40 

Public 

8 

11 

9 

15 

12 

12 

22 

13 

20 

The  results  have  been  used  as  they  stand  for  purposes  of  stand¬ 
ardization,  yet  it  is  felt  that  the  lack  of  progressive  growth  in 
the  public  schools  is  due  largely  to  the  comparatively  small  num¬ 
ber  of  cases  considered.  These  cases  number  less  than  75  at  the 
10,  11,  16,  17  and  1 8-year-age-groups,  while  at  12,  13,  14  and 
15  they  number  between  75  and  100. 


CHAPTER  VII 


The  Moral  Problems  of  Childhood 

Four  items  of  our  questionnaire  have  enabled  us  to  get  a  par¬ 
ticularly  good  insight  into  the  moral  development  of  the  child. 
They  are :  Name  three  things  it  is  good  to  do,  Name  three 
things  it  is  wrong  to  do,  What  one  action  do  you  consider  the 
best  a  person  can  do  during  life  and  What  one  action  do  you  con¬ 
sider  the  worst  a  person  can  do  during  life.  They  bring  out  in 
strong  relief  the  relative  value  of  various  faults  and  virtues  in 
the  mind  of  the  child  as  these  show  themselves  in  the  process  of 
his  development.  The  things  mentioned  by  the  children  were 
classified  under  the  general  heading  of  “Duty.”  Considered  in 
this  way,  the  good  actions  mentioned  are  in  accordance  with 
one’s  duty,  and  the  wrong  actions  are  violations  of  the  same.  Duty 
was  subdivided  into  the  groups  “To  God,”  “To  social  groups,” 
“To  the  family,”  “To  superiors  and  friends,”  “To  any  human 
being,”  “To  maintain  personal  integrity,”  “To  animals,”1  “Com¬ 
bination  of  obligations”  and  “False  concepts.”  As  is  shown  in 
the  Tables  which  follow,  each  of  these  groups  is  further  divided 
into  quite  concrete  and  definite  classes  of  right  or  wrong  actions. 

The  same  general  form  has  been  used  for  all  the  Tables  giving 
results  on  these  questions.  The  classification  of  right  or  of  wrong 
actions  explained  above,  is  given  in  the  first  column  of  each 
Table.  There  is  a  separate  column  for  each  age  group,  the  age 
being  given  at  the  top.  Each  column  has  also  been  divided  giving 
results  separately  for  boys  (B)  and  girls  (G).  The  upper  figure 
in  each  space  represents  the  number  of  cases  mentioning  that 
particular  act  as  right  or  wrong.  The  lower  figure  (in  heavy 
print)  represents  the  percentage  this  number  is  of  the  total  number 
taking  the  test.  Immediately  below  the  line  giving  the  ages,  is  a 

1  Strictly  speaking,  man  has  no  duties  to  animals.  This  division  was  made 
to  take  care  of  acts  which  were  mentioned  by  the  subjects,  and  could  not  be 
classified  elsewhere. 


*37 


138 


MARIE  CECELIA  MCGRATH 


series  of  figures  which  represents  the  total  number  of  cases  at  each 
age  to  whom  the  question  was  presented.  To  the  right  of  the  last 
age  column,  is  a  column  with  the  heading,  “Age  of  io%.”  In  this, 
there  is  given  for  each  action  named  and  separately  for  boys  and 
girls,  the  first  age  at  which  more  than  io  percent  of  the  subjects 
name  this  act.  The  last  column  in  each  Table  which  has  the  head¬ 
ing,  “Age  of  Max.”  (maximum)  gives  the  age  at  which  the  maxi¬ 
mum  percentage  is  reached  for  each  good  or  bad  act. 

The  results  to  be  considered  are  from  five  groups  of  schools 
in  which  tests  were  given.  Each  of  these  groups  is  from  a  dif¬ 
ferent  city  and  therefore  that  a  comparison  of  environmental  dif¬ 
ferences  would  be  possible,  results  for  each  school  have  been 
tabulated  separately.  It  is  to  be  regretted  that  the  number  of 
cases  presented  at  the  upper  and  lower  ages,  particularly  17,  18 
and  “Ad.,”  and  6,  7  and  8  are  not  larger.  While  the  number  of 
cases  from  9  through  16  may  be  considered  large  enough  to  give 
fairly  representative  results,  those  above  and  below  these  limits 
are  too  few  to  be  considered  anything  but  suggestive. 

Tables  No.  86  and  No.  87  below,  give  the  number  of  answers 
and  percentages  for  each  good  action  mentioned  in  the  Catholic 
Individual  and  Group  test,  at  all  ages  tested.  Tables  No.  88  and 
No.  89  present  for  the  same  school  groups  the  number  of  answers 
and  percentages  for  the  action  considered  the  “best  a  person  can 
do  daring  life A  Tables  No.  90  through  93  present  the  results 
compiled  from  the  answers  to  this  question  in  the  P.  Public  and 
G.  Public  schools,  respectively. 

An  attempt  was  made  to  classify  the  answers  of  the  children. 
The  moral  acts  mentioned  by  the  children  were  designated  by  a 
number  of  captions  and  these  brief  designations  appear  in  the 
Tables.  That  an  idea  may  be  given  of  the  various  moral  acts 
included  under  each  caption,  the  following  list  has  been  prepared. 
It  consists  of  the  captions  found  in  the  tables,  followed  by  a  num¬ 
ber  of  samples  from  the  children’s  papers  that  will  give  the 
reader  a  fairly  comprehensive  idea  of  what  each  caption  includes. 

Religious  acts :  to  pray,  to  go  to  church,  to  attend  Mass,  to 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


139 


go  to  Sunday  School,  to  receive  the  Sacraments  (go  to  Confession, 
to  Holy  Communion),  to  say  “Grace.” 

Personal  piety:  to  be  holy,  to  renounce  temptation,  to  reform, 
to  read  the  Bible,  to  avoid  sin,  to  convert  souls,  to  love  holy  things, 
to  be  pious,  to  give  good  example,  to  be  devout,  to  go  with  good 
companions. 

Worship :  to  adore  God,  to  love  God,  to  serve  God. 

To  follow  one’s  vocation:  to  be  a  Religious,  to  be  a  Priest,  to 
be  a  Sister,  to  get  married. 

Duties  to  church :  to  help  support  the  church. 

Duties  to  school :  to  obey  the  regulations,  to  know  your  lessons, 
to  behave  in  school. 

Duty  to  respect  authority:  (in  the  family)  obedience  to  par¬ 
ents,  specific  act  of  obedience  (not  to  smoke,  to  go  to  school,  etc.). 

Duty  to  render  assistance  (at  home)  :  to  help  your  mother, 
go  to  the  store,  to  work,  to  give  your  mother  your  money,  etc. 

Courtesy :  reverence. 

Charity:  to  love,  to  be  charitable,  to  help  others,  almsgiving, 
pity,  works  of  mercy,  to  be  merciful,  to  forgive. 

Optimism :  to  hope,  to  be  cheerful,  to  be  happy. 

Negative  virtue:  not  to  steal,  not  to  swear,  not  to  kill,  not  to 
fight,  etc.  (These  acts  are  too  indefinite  to  be  considered  outside 
of  the  tables.) 

To  be  gentle:  to  be  kind,  to  be  thoughtful,  to  be  patient,  to  be 
humble,  to  be  docile. 

Purity :  to  be  pure,  to  be  modest,  to  have  clean  thoughts,  to 
have  clean  amusements. 

To  be  honorable :  to  be  truthful,  to  have  honor,  to  be  true,  to 
be  reliable. 

Honesty :  sincerity,  to  be  honest. 

Mortification :  penance,  self-sacrifice,  to  fast. 

Industry :  to  be  industrious,  to  be  ambitious. 


140 


MARIE  CECELIA  MCGRATH 


Tables  No.  94  through  No.  97  present  for  the  tests  from  the 
Catholic  schools  and  Individual  tests,  respectively,  the  number 
and  percentage  of  children  naming  certain  actions  in  answer  to 
the  questions:  Name  three  things  it  is  wrong  to  do ,  and  What 
one  action  do  yon  consider  the  worst  a  person  can  do  during  life ? 

Tables  No.  98  through  No.  101  present  corresponding  results 
on  these  same  questions  for  the  P.  Public  and  G.  Public  schools 
respectively. 

The  terms  used  in  these  tables  are  generalizations  of  the  terms 
used  in  the  papers  of  the  subjects  and  include  the  following: 

Blasphemy:  to  swear,  to  curse,  to  take  the  Lord’s  name  in 
vain,  to  blaspheme,  sins  against  the  Second  Commandment. 

Unbelief  :  to  lack  faith,  not  to  believe  in  God,  idolatry,  atheism. 

Violation  of  religious  duties :  to  miss  Mass,  to  omit  prayers, 
not  to  love  God,  to  work  on  Sundays. 

Contrary  to  authority  (in  the  family)  :  disobedience,  specific 
acts  of  disobedience  (smoking,  playing  truant,  etc.),  to  be  bad, 
to  be  stubborn,  to  run  away. 

Discourtesy :  to  talk  back,  to  be  rude,  to  be  saucy,  to  be  snippy, 
to  strike  a  priest,  to  strike  a  teacher. 

Against  charity :  to  be  angry,  to  be  unkind,  to  tattle,  to  scan¬ 
dalize  others,  to  gossip,  to  talk  of  others,  to  be  jealous,  to  wish 
evil,  to  be  mean,  to  hurt  others,  to  hate. 

Against  purity:  to  look  at  bad  pictures,  to  tell  bad  jokes  or 
stories,  to  read  bad  books. 

Impurity :  to  think  bad,  to  be  immodest,  to  be  immoral,  to 
think  or  do  evil. 

Sloth :  to  be  lazy,  not  to  work. 

Unconventional  acts :  to  flirt,  to  go  with  bad  companions,  to  be 
vulgar,  to  go  riding  with  fellows. 

Deceptiveness :  to  gamble,  to  be  false,  not  to  play  fair. 

Pride :  to  be  vain,  to  be  haughty,  to  be  proud. 


False  Combination  of  To  periors, 

Concepts  Obligations  Animals  ^o  maintain  Personal  Integrity  To  Any  Human  Being  Friends  To  Family  To  Social  Groups 


TABLE  NO.  100 

Table  No.  100  presents  the  results  from  the  P.  Public  School  group  tests,  which  were  given  in  answer  to  the  question. 
What  one  action  do  you  consider  the  worst  a  person  can  do  during  life. 


Age 

Sex 

No.  of  Cases 
Blasphemy 
Unbelieving  | 


Violation  of 
Rel.  Duties 


Sin 

Country 

Church 

School 

Clubs  and 
[  Gangs 

Contrary  to 
Authority 

Divorce 

Adultery 

I 

}  Discourtesy 

f 

I  Vs.  Charity 

i 

|  Vs.  Purity 
Vs.  Honesty^ 
Stealing 
Lying 
Murder 


i 


.  Fighting  | 
I 


f 

Impurity  j 

Sloth 

Unconven-  | 
tional 

Deceptive-  | 
ness  | 

Selfishness  I 

Pride 
[  Cheating 
Cruelty  | 

i 

f  In  temper-  I 
|  ance 

Neglect 
Health 

Religions 


Non¬ 

religious 


10 

11 

12 

13 

14 

15 

1 

16 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B  G 

I  B 

G 

B 

G 

B 

G 

Age  of 

Age  of 

13 

14 

22 

20 

31 

28 

34 

27 

21 

13 

9  2 

3 

2 

10% 

Max. 

2 

2 

1 

2 

1 

2 

3 

1 

3 

1 

1  1 

(15) 

15.4 

14.3 

4.6 

10.0 

|  3.2 

7.1 

|  8.8 

3.6 

14.3 

7.7 

11.1  50.0 

10 

10 

10 

10 

1 

4 

2 

4 

1 

3 

3 

1 

i 

7.1 

18.2 

10.0 

12.9 

3.6 

8.8 

10.7 

7.7 

11 

11 

11 

13 

1 

1 

1 

3.2 

2.9 

4.8 

14 

1 

1 

1 

4.6 

2.9 

|  4.8 

14 

I  1 

1 

|  4.8 

1 

7.7 

14 

14 

2 

5 

2 

1 

1 

2 

1 

1 

1 

1 

2 

1 

14.3 

22.8 

10.0 

3.2 

3.6 

7.1 

4.8 

15.3 

n.i 

11 

10 

11 

14 

i 

1 

10 

13 

7.7 

3.6 

1 

12 

3.6 

i 

1 

1 

1 

1 

1 

2 

1 

1 

2 

(16) 

7.7 

4.6 

5.0 

3.2 

3.6 

2.9 

7.1 

4.8 

7.7 

100.0 

10 

14 

5 

2 

2 

4 

5 

3 

12 

4 

3 

38.5 

14.3 

9.1 

12.9 

17.9 

8.8 

42.8 

19.0 

23.1 

10 

10 

10 

13 

3 

3 

4 

2 

10 

1  1 

21.4 

15.0 

12.9 

7.1 

29.4 

11.1 

12 

10 

13 

10 

2 

2 

9 

10 

8 

9 

6 

4 

4 

1 

1 

15.4 

14.3 

41.0 

50.0 

25.8 

32.1 

21.4 

19.0 

30.8 

11.1 

33.3 

10 

10 

11 

11 

1 

2 

5.0 

22.2 

15 

15 

11 

1 

1 

1 

(16) 

(16) 

3.2 

4.8 

33.3 

14 

1 

1 

3 

5.0 

3.2 

8.8 

13 

11 

2 

5.9 

13 

1 

1 

1 

4.6 

3.2 

2.9 

11 

1 

1 

1 

I 

4.6 

3.2 

3.6 

11 

2 

2 

1 

3 

1 

6.5 

7.1] 

2.9 

33.3 

15 

15 

12 

1 

T 

4.6 

11 

i 

1 

i 

i 

12 

3.6 

TABLE  NO.  101 

Table  No.  101  presents  the  results  from  the  G.  Public  School  group  tests  which  were  given  in  answer  to  the  question, 
What  one  action  do  you  consider  the  worst  a  person  can  do  during  life. 


Age 

10 

11 

12 

13 

14 

15 

16 

17 

18 

Ad. 

B 

B 

G 

Sex  | 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

B 

B 

G 

G 

Age  of 

Age  of 

No.  of  Cases  j 

8 

12 

19 

23 

38 

43 

50 

58 

55 

5G 

42 

37 

25 

13 

0 

3 

3 

10 

4 

3 

10% 

Max. 

0 

2 

4 

3 

5 

1 

5 

4 

1 

0 

4 

0 

3 

0 

11 

10 

11 

10 

Blasphemy 

16.7 

21.0 

13.1 

13.2 

2.3 

10.0 

6.9 

1.8 

9.5 

12.0 

2 

1 

6 

9 

1 

2 

0 

1 

2 

0 

(18) 

(17) 

Unbelieving  1 

21.0 

8.7 

2.6 

9.3 1 

2.0 

10.3 

3.6 

1.8 

14.3 

24.3 

4.0 

15.4 

33.3 

66.7 

11 

13 

11 

15 

o 

O  ' 

Violation  of  | 

0 

2 

12 

H 

Rel.  Duties  | 

4.7 

1 

2 

4 

1 

5 

4 

5 

3 

6 

3 

0 

1 

1 

0 

0 

1 

Sin 

5.3 

8.7 

10.5 

2.3 

10.0 

6.9 

9.1 

5.4 

14.3 

8.1 

7.7 

16.7 

10.0 

12 

18 

17 

18 

1 

| 

3 

1 

3 

2 

6 

2 

2 

0 

1 

0 

10 

10 

Country  i 

i 

37.5 

8.3 

6.0 

3.4 

10.9 

3.6 

4.8 

4.0 

10 

>* 

1 

Church 

1  ■ 

oj 

Ec< 

School 

r< 

Clubs  and 
Gangs 

Contrary  to 

1 

1 

0 

3 

1 

2 

2 

3 

0 

1 

Authority 

12.5 

8.3 

13.1 

2.6 

4.7 

4.0 

5.2 

1.8 

10 

11 

10 

11 

2  n 

961 

Divorce 

00  * 
o  a 

0 

1 

0 

2 

0 

H  e3 

Adultery 

1.7 

1.8 

4.8 

15 

13 

Vs.  Charity 

1 

2.6 

1 

2.3 

0 

1 

1.7 

0 

1 

1.8 

4 

9.5 

2 

5.4 

3 

75.0 

0 

Ad. 

Ad. 

15 

Vs.  Purity 

be 

0 

2 

1 

0 

•3 

15.4 

33.3 

18 

16 

18 

16 

iS 

Vs.  Honesty 

p 

3 

1 

2 

6 

5 

9 

9 

7 

5 

4 

2 

0 

2 

0 

10 

11 

10 

11 

a 

P 

Stealing 

37.5 

8.3 

10.5 

26.1 

13.2 

21.0 

18.0 

12.0 

9.1 

7.2 

4.8 

8.0 

w 

1 

1 

3 

6.0 

i 

3 

3 

4 

1 

0 

1 

0 

(18) 

>» 

p 

a 

Lying 

12.5 

16.7 

3.4 

1.8 

5.4 

7.1 

10.8 

33.3 

25.0 

10 

10 

10 

10 

o 

H 

3 

0 

7 

6 

17 

18 

13 

22 

28 

21 

20 

9 

10 

2 

1 

1 

2 

0 

10 

11 

(18) 

12 

Murder 

37.5 

36.8 

26.1 

|  44.7 

41.9 

26.0 

37.8 

51.0 

37.6 

47.6 

24.3 

40.0 

15.4 

16.7 

33.3 

66.7 

14 

0 

1 

1 

1 

Fighting 

r 

7.7 

1 

25.0 

33.3 

Ad. 

Af 

Ad. 

Ad. 

3 

0 

1 

1 

Impurity 

12.0 

16.7 

33.3 

1 

16 

(17) 

17 

(17) 

>y 

1 

0 

1 

0 

i 

2 

0 

1 

1 

(17) 

H 

to 

Sloth 

1 

2.6 

2.0 

1.8 

3.6 

33.3 

(17) 

12 

14 

Unconven- 

1 

1 

1 

i 

1 

tional 

1  2.6 

2.3 

1.8 

1.8 

12 

12 

P 

o 

Deceptive- 

1 

2 

0 

1 

2 

1 

1 

(18) 

t-i 

ness 

5.3 

1.8 

3.6 

33.3 

10.0 

12 

18 

P 

i 

i 

1 

3 

0 

03 

fl 

Selfishness 

l 

l 

1 

2.0 

1.7 

12.0 

j 

16 

16 

13 

Oj 

2 

Pride 

i 

1 

i 

1 

S 

i 

i 

! 

1  i 

1 

I 

2 

1 

1 

2 

m 

Cheating 

i 

5.3 

I 

4.41 

3.6 

1.8 

2.4 

5.4 

11 

15 

Oj 

©  a 

f 

i 

1 

\  Cruelty 

| 

1 

t 

«N  < 
°  « 

Intemper- 

| 

1 

I  1 

0 

1 

0 

3 

2 

3 

1 

• 

1 

0 

17 

§2 

ance 

I 

i 

1  2.6 

2.0 

5.5 

3.6 

7.1 

2.7 

lb. 7 

17 

14 

43  ‘-m 

| 

i 

i 

a  to 

Neglect 

i 

i 

i 

I 

| 

a  o 

j 

j 

I 

o 

i 

1 

1 

1 

i 

4) 

»  a? 

Religious 

i 

i 

16.7 

33.3 

17 

17  | 

17 

17 

oj  © 

b*  o 

Non- 

] 

i 

0 

i 

O 

religious 

1 

i 

2.7 

J 

15 

THE  MORAL  DEVELOPMENT  OF  CHILDREN 


Mi 


The  question  we  will  next  consider  approaches  a  limited  num¬ 
ber  of  the  problems  of  childhood  from  a  different  point  of  view. 
The  child  is  asked  to 


Write  down  the  following  list  of  faults  in  the  order  in  zvhich  you  think  you 
commit  them  most  frequently. 

Selfishness,  lying,  cheating,  stubborness,  stealing,  swearing,  disobedience, 
insolence. 


The  question  above  was  conceived  as  a  possible  method  of 
getting  an  insight  into  the  child’s  faults  as  the  teacher  sees  them, 
and  of  comparing  them  with  his  faults  as  he  himself  sees  them. 
With  this  end  in  view  a  request  was  sent  to  several  teachers  per¬ 
sonally  interested  in  the  problem,  asking  them  to  keep  a  record  of 
the  faults  committed  in  their  classroom  for  one  month,  noting 
the  frequency  with  which  these  faults  occurred.  High  School 
teachers  found  the  undertaking  almost  impossible  because  of 
the  constant  changing  of  classes  and  because,  also,  children  of 
this  age  succeed  in  hiding,  while  in  the  classroom,  practically 
all  faults  beyond  an  occasional  offense  against  discipline.  Results 
were  received  from  ten  teachers — three  from  the  fifth  grade,  four 
from  the  sixth,  one  from  the  seventh,  one  from  the  eighth,  and  one 
from  High  School.  The  faults  mentioned  rank  as  follows : 


(1)  disobedience 

(2)  cheating 

(3)  selfishness 
(3a)  inattention 

(4)  lying 


(5)  stubborness 
(5a)  pouting 

(6)  insolence 

(7)  stealing 

(8)  swearing 


It  w^as  considered  that  “inattention"  and  “pouting"  were  not 
sufficiently  important,  morally,  to  seek  results  on  them  in  our 
tests.  Therefore,  the  list  as  presented,  included  the  remaining 
eight  given  in  an  order  different  from  that  in  which  the  teachers 
ranked  them. 

Table  No.  102  presents  for  the  boys  and  girls  of  four  school 
systems  at  each  age,  the  number  and  percentage  ranking  the  re¬ 
spective  faults  first.  Thus  if  we  consider  lying  at  the  age  of  13, 
we  find  that  of  the  subjects  from  G.  Public  schools,  6  boys  and 
5  girls,  14.6  and  10  percent  respectively,  consider  this  the  fault 
they  commit  most  frequently;  of  the  P.  Public  school  subjects 


142 


MARIE  CECELIA  MCGRATH 


2  boys  and  4  girls  or,  5.9  and  14.8  percent,  consider  it  so;  of  the 
Catholic  school  subjects  22  boys  and  10  girls  or,  16.7  and  12.8 
percent  respectively  accuse  themselves  of  this  as  their  greatest 
fault. 

If  we  compare  the  predominant  fault  for  each  age  in 
these  Tables  with  the  list  of  faults  as  observed  by  the 
teachers,  the  following  points  may  be  noted.  Disobedience  is 
named  first  by  the  teachers  and  predominates  as  the  first 
fault  in  28  of  the  51  groups  recorded.  Boys  and  girls  are 
equally  disobedient  if  we  may  judge  from  their  parallel  rec¬ 
ords.  Teachers  name  cheating  as  the  fault  second  in  importance, 
but  neither  boys  nor  girls  of  any  age  group  except  at  adult  age 
where  one  person  mentions  it,  admit  that  cheating  is  their  pre¬ 
dominant  fault.  Selfishness  is  ranked  third  by  the  teachers  and 
also  holds  third  place  in  the  ranking  of  the  children  as  a  pre¬ 
dominant  fault,  being  mentioned  at  eight  ages,  six  of  which  were 
girls.  Lying  is  ranked  fourth  by  teachers  and  also  fourth  by 
the  pupils.  The  boys  are  more  conscious  of  the  tendency  to  lie 
than  are  girls.  Stubbornness  holds  fifth  place  in  the  estimation 
of  the  teachers,  but  it  is  second  as  the  child  sees  himself.  With 
this  fault,  also,  boys  and  girls  have  parallel  records.  Teachers 
rank  insolence  next,  and  it  occupies  sixth  place  also  in  the  pupil’s 
record  being  mentioned  by  one  age  group.  Stealing  ranks  sev¬ 
enth  in  the  estimation  of  the  teachers  but  is  not  mentioned  by  any 
age  group  of  subjects  as  a  predominant  fault.  Swearing  is 
placed  last  in  rank  by  the  teachers;  it  ranks  fifth  with  pupils.  It  is 
named  at  five  age  groups  but  by  boys  only — girls  evidently  are  not 
so  prone  to  this  fault. 

The  list  of  faults  was  then  taken  and  the  number  of  times  a 
fault  was  mentioned  calculated,  without  reference  to  how  the  child 
ranked  it.  This  total  served  as  the  basis  of  re-ranking  the  faults 
for  each  age.  Tables  No.  103  and  104  give  the  fault  (or  faults) 
which  after  this  sum  had  been  calculated,  ranked  first  at  each  age 
together  with  the  number  of  cases  mentioning  it  and  the  percen¬ 
tage  this  number  is  of  the  whole  group. 


TABLE  NO.  102 

The  faults  as  ranked  first  by  the  children. 


Stubborn- 

! 

Bis- 

Fault 

Selfishness 

Lying 

Cheating 

ness 

Stealing 

Swearing 

obedience 

Insolence 

Age 

School 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

B 

G 

3 

3 

0 

2 

0 

1 

1 

3 

0 

0 

0 

0 

2 

0 

0 

0 

10  | 

G.  Public  | 

50.0 

30.0 

.0 

20.0 

.0 

10.0 

16.7 

30.0 

.0 

.0 

.0 

0 

33.3 

.0 

.0 

.0 

1  1 

5 

2 

0 

0 

0 

0 

3 

0 

0 

0 

0 

0 

2 

3 

1 

0 

P.  Public 

38.2 

14.3 

.0 

.0 

.0 

.0 

23.1 

.0 

.0 

.0 

.0 

.0 

15.4 

21.4 

7.7 

.0 

13 

3 

17 

12 

2 

0 

5 

7 

1 

1 

2 

0 

5 

10 

0 

0 

Catholic 

18.3 

5.0 

24.0 

20.0 

2.8 

.0 

7.1 

11.7 

1.4 

1.7 

2.8 

.0 

7.1 

16.7 

.0 

.0 

4 

6 

0 

1 

0 

1 

4 

6 

0 

0 

0 

0 

2 

3 

0 

2 

11 

G.  Public 

30.8 

30.0 

.0 

5.0 

.0 

5.0 

30.8 

30.0 

.0 

.0 

.0 

.0 

15.4 

15.0 

.0 

10.0 

5 

7 

2 

1 

0 

0 

5 

6 

1 

0 

1 

0 

6 

2 

2 

1 

P.  Public 

22.8 

35.0 

9.1 

5.0 

.0 

.0 

22.8 

30.0 

4.6 

.0 

4.6 

.0 

27.3 

10.0 

9.1 

5.0 

12 

14 

20 

28 

3 

0 

4 

10 

3 

1 

2 

2 

11 

16 

2 

1 

Catholic 

13.8 

12.5 

23.0 

24.9 

3.5 

.0 

4.6 

8.9 

3.5 

0.9 

2.3 

1.8 

12.7 

14.2 

2.3 

0.9 

10 

14 

1 

0 

3 

2 

8 

10 

0 

1 

2 

0 

5 

5 

1 

1 

12 

G.  Public 

32.3 

32.3 

3.2 

.0 

9.7 

5.9 

23.8 

29.4 

.0 

2.9 

6.5 

.0 

16.2 

14.7 

3.2 

2.9 

6 

5 

4 

2 

0 

0 

8 

5 

0 

1 

2 

1 

4 

5 

0 

1 

P.  Public 

19.4 

17.9 

12.9 

7.1 

.0 

.0 

25.8 

17.9 

.0 

3.6 

6.5 

3.6 

12.9 

17.9 

.0 

3.6 

17 

18 

25 

16 

12 

1 

8 

12 

21 

2 

6 

1 

10 

27 

0 

0 

Catholic 

18.4 

18.0 

27.0 

16.0 

13.0 

1.0 

8.6 

12.0 

22.7 

2.0 

6.5 

1.0 

10.8 

27.0 

.0 

.0 

8 

16 

6 

5 

1 

1 

12 

14 

1 

0 

3 

1 

7 

6 

0 

0 

13 

G.  Public 

19.5 

32.0 

14.6 

10.0 

2.4 

2.0 

29.3 

28.0 

2.4 

.0 

7.3 

2.0 

17.1 

12.0 

.0 

.0 

3 

3 

2 

4 

0 

0 

11 

7 

0 

0 

3 

0 

5 

8 

3 

0 

P.  Public 

8.8 

11.1 

5.9 

14.8 

.0 

.0 

32.3 

25.9 

.0 

.0 

8.8 

.0 

14.7 

29.6 

8.8 

.0 

21 

12 

22 

10 

4 

0 

13 

15 

0 

0 

11 

0 

26 

26 

2 

0 

Catholic 

16.0 

15.4 

16.7 

12.8 

3.0 

.0 

9.9 

19.2 

.0 

.0 

8.4 

.0 

19.8 

33.3 

1.5 

.0 

10 

11 

5 

2 

0 

1 

6 

10 

1 

1 

4 

0 

10 

4 

2 

2 

14 

G.  Public 

21.3 

30.6 

10.7 

5.7 

•o 

2.8 

12.8 

27.8 

2.1 

2.8 

8.5 

.0 

21.3 

11.1 

4.3 

5.6 

0 

3 

2 

2 

0 

0 

3 

5 

0 

0 

4 

0 

5 

0 

0 

0 

P.  Public 

.0 

23.1 

9.5 

15.4 

.0 

.0 

14.3 

38.5 

.0 

.0 

19.0 

.0 

23.8 

.0 

.0 

.0 

17 

23 

28 

16 

1 

1 

22 

19 

4 

3 

1 

12 

1 

23 

46 

2 

1 

Catholic 

11.6 

15.6 

19.0 

10.9 

0.7 

0.7 

15.0 

12.9 

2.0 

0.7 

8.2 

0.7 

15.6 

31.3 

1.4 

0.7 

9 

9 

4 

1 

0 

0 

11 

11 

0 

0 

2 

0 

10 

6 

1 

0 

15 

G.  Public 

23.0 

32.1 

10.2 

3.6 

.0 

.0 

28.2 

39.3 

.0 

.0 

5.1 

.0 

25.6 

21.4 

2.6 

.0 

1 

0 

1 

0 

0 

0 

1 

1 

0 

0 

1 

1 

3 

0 

1 

0 

P.  Public 

11.1 

.0 

11.1 

.0 

.0 

.0 

11.1 

50.0 

.0 

.0 

11.1 

50.0 

33.3 

.0 

11.1 

.0 

15 

32 

23 

14 

i 

2 

1 

16 

35 

1 

2 

25 

3 

25 

68 

2 

o 

Catholic 

10.5 

17.6 

16.1 

7.7 

1.4 

0.6 

11.2 

19.3 

0.7 

1.1 

17.5 

1.7 

17.5 

37.4 

1.4 

1.1 

1 

1 

4 

1 

0 

0 

6 

3 

0 

0 

2 

1 

3 

2 

1 

0 

16 

G.  Public 

5.9 

12.5 

23.5 

12.5 

.0 

.0 

35.3 

37.5 

.0 

.0 

11.8 

12.5 

17.6 

25.0 

5.9 

.0 

9 

18 

16 

5 

1 

1 

9 

26 

0 

2 

13 

0 

11 

44 

0 

2 

Catholic 

13.7 

14.9 

24.3 

4.2 

1.5 

0.8 

13.7 

21.6 

.0 

1.7 

19.8 

.0 

16.7 

36.5 

.0 

1.7 

1 

1 

1 

0 

17 

G.  Public 

14.3 

33.3 

14.3 

.0 

3 

17 

10 

4 

0 

0 

4 

12 

0 

1 

4 

1 

7 

24 

1 

2 

Catholic 

7.0 

24.3 

23.3 

5.7 

.0 

.0 

9.3 

17.2 

.0 

1.4 

9.3 

1.4 

16.3 

34.3 

2.3 

2.9 

4 

0 

0 

1 

0 

1 

2 

1 

0 

0 

1 

0 

0 

0 

0 

0 

18 

G.  Public 

50.0 

.0 

.0 

33.3 

.0 

33.3 

25.0 

33.3 

.0 

.0 

12.5 

.0 

.0 

.0 

.0 

.0 

3 

2 

0 

5 

0 

0 

7 

1 

Catholic 

12.5 

8.3 

.0 

20.9 

.0 

.0 

29.2 

4.2 

1 

1 

2 

0 

1  0 

0 

0 

1 

0 

0 

1 

0 

1 

1 

0 

0 

Ad. 

G.  Public 

25.0 

33.3 

50.0 

.0 

.0 

1 

.0 

.0 

33.3 

.0 

.0 

25.0 

.0 

25.0 

33.3 

.0 

.0 

8 

0 

1 

I 

0 

2 

0 

0 

2 

0 

Catholic 

61.5 

| 

.0 

1 

.0 

15.4 

.0 

.0 

15.4 

.0 

144 


MARIE  CECELIA  MCGRATH 


TABLE  NO.  103  (BOYS) 

The  fault  named  by  the  greatest  number  of  children  at  each  age. 


G.  Public 

P.  Public 

Catholic 

Age 

Name 

No. 

% 

Name 

No. 

% 

Name 

No. 

°Io 

10 

Selfish,  Disobey 

4 

66.7 

Disobey 

9 

69.2 

Lie 

37 

52.2 

11 

Stubborn 

9 

69.2 

Disobey 

20 

91.0 

Disobey 

46 

52.9 

12 

Stubborn 

24 

77.5 

Disobey 

20 

64.6 

Lie 

56 

54.3 

13 

Stubborn,  Disobey 

32 

78.1 

Stubborn 

19 

55.9 

Disobey 

87 

66.1 

14 

Stubborn 

36 

76.7 

Disobey 

13 

61.9 

Disobey 

88 

59.8 

15 

Disobey 

34 

87.0 

Swear 

8 

88.9 

Disobey 

95 

66.5 

16 

Stubborn,  Swear 

15 

88.2 

Disobey 

55 

83.6 

17 

Lie,  Stubborn,  Disobey 

5 

71.5 

Swear 

28 

65.2 

18 

Swear,  Selfish 

7 

87.5 

Ad. 

Lie,  Cheat,  Swear,  Disobey 

4 

100.0 

TABLE  NO.  104  (GIRLS) 


Age 

G.  Public 

P.  Public 

Catholic 

Name 

No. 

% 

Name 

No. 

% 

Name 

No. 

% 

10 

Stubborn 

8 

80.0 

Disobey 

5 

35.7 

| 

Disobey 

27 

45.1 

11 

Selfish,  Stubborn,  Disobey 

18 

90.0 

Stubborn 

14 

70.0 

i 

1 

Disobey 

64 

57.0 

12 

Stubborn 

29 

85.3 

Disobey 

17 

60.7 

i 

i 

i 

Disobey 

67 

67.0 

13 

Selfish 

36 

87.8 

Disobey 

19 

70.3 

i 

i 

Disobey 

56 

71.7 

14 

Disobey 

30 

83.4 

Stubborn 

9 

68.6 

i 

i 

Disobey 

104 

70.7 

15 

Selfish 

28 

100.0 

Disobey 

2 

100.0 

i 

i 

i 

Disobey 

147 

80.9 

16 

Stubborn 

8 

100.0 

Selfish,  Lie,  Stubborn 

1 

50.0. 

i 

Disobey 

91 

75.5 

17 

Selfish,  Insolent 

2 

66.7 

i 

i 

i 

Disobey 

57 

81.5 

18 

Insolent 

3 

100.0 

i 

i 

i 

Disobey 

30 

15.5 

Ad. 

Selfish,  Lie,  Stubborn 

3 

100.0 

i 

l 

Disobey 

12 

92.3 

THE  MORAL  DEVELOPMENT  OF  CHILDREN 


145 


This  data  may  be  made  more  clear  by  the  following  schema : 

Disobe-  Stubborn-  Selfish-  Inso- 

Fault  dience  ness  ness  Lying  Swearing  lence  Cheating  Stealing 

Rank  by  Pupil  .  1  2  3  4  5  6  7  7 

Rank  by  Teacher  ....1  5  3  4  8  6  2  7 

The  results  attained  through  this  subjective  and  objective 
method  of  ranking  have  a  rough  agreement,  giving  a  correlation 
of  48.  We  may  note,  however,  that  while  very  often  we  con¬ 
sider  “cheating”  and  “stealing”  as  great  failings  with  the  childj 
and  although  he  expresses  a  dislike  for  them  as  things  bad-to-do,2 
yet  he  does  not  accuse  himself  of  them.  Certainly  they  are  im¬ 
portant  and  condemned  qualities  in  his  moral  code. 

Cheating  seems  to  be  the  only  fault  which  differs  in  rank  to 
any  extent,  as  arranged  by  pupils  and  teacher.  As  cheating  is  a 
fault  which  we  assume  belongs  to  the  class-room  chiefly,  the 
teachers’  observation  must  be  worth  much.  In  the  tables  giving 
things  which  the  child  considered  bad-to-do,  cheating,  as  was 
mentioned  above,  holds  an  important  place.  Therefore  the  child 
knows  it  is  wrong,  yet  he  ranks  it  seventh  in  the  list  of  faults 
given ;  that  is,  he  cheats  but  rarely.  On  the  contrary,  the  teacher 
ranks  it  second;  that  is,  it  is  one  of  the  great  faults  of  the  school¬ 
room.  In  order  to  ascertain  if  possible,  the  cause  of  this  discrep¬ 
ancy,  several  Grammar  Grade  teachers  were  asked  to  define  by 
examples  what  they  understood  by  cheating.  A  few  children 
from  the  classes  of  these  teachers  were  asked  to  write  a  compo¬ 
sition  on  “What  I  think  cheating  means.”  No  further  sugges¬ 
tions  were  given  the  child.  The  answers  show  an  enlightening 
point  of  difference  in  the  concept  of  teacher  and  child  in  regard 
to  cheating.  The  teacher  looks  upon  cheating  as  any  petty  un¬ 
fairness  in  or  about  the  class-room.  She,  therefore,  includes 
under  it  a  large  number  of  acts.  The  child  regards  cheating  as 
a  serious  offense  and  therefore,  attributes  it  only  to  big  acts,  i.e., 
copying  during  examination,  or  doing  something  cowardly  to 
keep  out  of  trouble.  This  difference  of  opinion  concerning  the 
seriousness  of  cheating  explains  very  well  why,  considered  objec- 

2  See  inserts,  Tables  94  through  101. 


146 


MARIE  CECELIA  MCGRATH 


jectively,  the  child  cheats  a  great  deal,  while  considered  subjec¬ 
tively,  he  commits  this  fault  but  rarely. 

No  opposition  was  offered  by  the  public  school  children  to  the 
request  for  self-analysis  in  these  questions,  but  such  was  not  the 
case  in  the  Catholic  schools.  The  children  in  general,  but  espe¬ 
cially  the  boys,  objected  to  writing  out  “their  confession”  for 
someone  to  read.  In  order  to  gain  any  response  at  all  to  the 
question,  it  was  necessary  to  promise  that  their  teachers  would 
not  examine  the  papers  and  to  point  out  that  their  answer  would 
be  only  one  in  thousands  when  the  papers  came  to  be  corrected. 
With  these  assurances  they  went  seriously  about  what  they  evi¬ 
dently  regarded  as  a  very  disagreeable  task.  The  experience  in 
introspection  which  their  religious  practices  of  examination  of 
conscience  and  of  confession  give  them,  should  insure  more 
exact  results  from  these  children  than  from  the  public  school  sub¬ 
jects.  The  value  of  the  results  must  be  discounted,  however,  be¬ 
cause  of  their  dislike  for  the  task  and  in  many  cases  the  refusal 
to  carry  it  beyond  the  first  or  second  fault.  Probably,  because  of 
the  novelty  of  the  task,  the  public  school  children  did  not  regard 
the  problem  as  so  personal  a  one. 

We  may  summarize  the  results  of  this  test  thus:  (1)  disobe¬ 
dience  is  the  predominant  fault  of  most  children;  (2)  both  chil¬ 
dren  and  teachers  are  equally  cognizant  of  the  role  selfishness, 
lying,  and  insolence  play  in  the  child’s  life;  (3)  teachers  are  too 
severe  in  their  judgments  of  children  with  regard  to  cheating; 
(4)  teachers  are  not  wholly  conscious  of  the  importance  of  stub¬ 
bornness  and  swearing  in  the  life  of  their  pupils;  (5)  stealing  is 
rather  an  infrequent  fault  of  children. 


CHAPTER  VIII 


The  Stages  of  the  Moral  Development  of  Children 

Let  us  assume  as  a  working  basis  for  the  consideration  of  the 
problems  presented  in  the  last  chapter  that  most  children  are  not 
alive  to  moral  problems  before  the  age  at  which  the  problems  first 
appear  in  our  tests.  This  assumption  is  justified  by  the  fact  that 
the  children  taking  the  tests  were  unselected  groups  of  all  ages 
and  of  all  social  conditions.  We  may  then  deduce  the  pedagogical 
corollary  that  it  is  vain  to  give  moral  instruction  in  these  prob¬ 
lems  before  the  age  at  which  children  in  general  commence  to  be 
aware  of  them. 

Let  us  assume  a  further  principle :  most  children  have  for 
some  reason  ceased  to  be  keenly  alive  to  moral  problems  after 
the  age  at  which  the  problems  last  appear  in  our  tests.  This  does 
not  mean  that  the  children  have  ceased  to  be  able  to  judge  cor¬ 
rectly  on  these  questions  but  merely  that  the  problems  in  ques¬ 
tion  are  not  seriously  troubling  their  mind.  We  may  then  deduce 
a  second  corollary :  that  it  is  useless  to  give  moral  instruction  on 
these  problems  after  the  age  at  which  children  in  general  have  lost 
interest  in  them.  Obviously,  then,  the  time  for  instruction  in  any 
moral  problem  is  at  that  period  when  the  child  is  interested  therein, 
and  it  should  be  graded  to  follow  this  natural  interest  of  the  child. 

These  tests  ask  for  spontaneous  statements  of  things  that  are 
morally  right  or  wrong.  If  a  moral  problem  does  not  come  up 
in  the  mind  of  any  child  of  a  given  age  taking  the  tests  it  is  be¬ 
cause  children  of  this  age  are  in  general  ignorant  of  it  entirely; 
or  because  it  is  so  far  in  the  background  of  their  mental  activity 
at  that  age  that  it  does  not  occur  to  them.  Moral  problems  about 
which  children  think  are  likely  to  be  mentioned — unless  the  men¬ 
tioning  of  them  on  paper  is  inhibited,  e.g.,  by  a  sense  of  shame. 
For  this  reason  sex  problems  are  mentioned  less  frequently  than 
others.  The  questions  naming  the  best  and  the  worst  actions 


147 


148 


MARIE  CECELIA  MCGRATH 


one  can  do  during  life  are  not,  however,  so  likely  to  lead  to  the 
mentioning  of  the  actual  living  moral  problems.  Thus  a  con¬ 
siderable  percentage  of  children,  mention  “murder”  as  the  worst 
action  a  person  can  do  during  life.  It  is  evident  that  this  is  not 
due  to  any  actual  moral  conflict  about  murder  in  the  mind  of  these 
children.  The  question,  however,  asking  the  child  to  name  three 
things  it  is  good-to-do ,  is  likely  to  lead  to  moral  problems  about 
which  the  child  himself  has  had  some  experience. 

Moral  problems  make  their  first  appearance  as  follows : 

Age  6-7.  Religious  acts  ;  personal  piety ;  divine  worship  ;  respect  for  author¬ 
ity  (in  the  family);  charity;  gentleness;  honesty;  physical  exercise;  duty  to 
school;  to  be  honorable  (girls)  ;  to  be  unselfish  (girls)  ;  self-denial  (boys). 

Age  8-10.  Render  assistance  at  home;  follow  vocation;  politeness;  purity; 
courtesy  (boys)  ;  unselfishness  (boys)  ;  courage  (boys)  ;  cheerfulness  (girls)  ; 
self-denial  (girls). 

Age  11-12.  Preservation  of  health;  courtesy  (girls);  duty  to  country 
(boys)  ;  duty  to  church  (boys)  ;  cheerfulness  (boys)  ;  industry  (girls). 

Age  13-14.  Duty  to  country  (girls)  ;  gratitude  (girls). 

Age  15-16.  Industry  (boys). 

Age  17-18.  Gratitude  (boys). 

The  above  schema  was  drawn  from  the  answers  on  the  Catholic 
school  papers  to  the  questions  Name  three  things  it  is  good-to-do, 
and  What  one  action  do  you  consider  the  best  a  person  can  do 
during  life ? 

It  will  be  noted  that  after  12  years  very  few  new  moral  prob¬ 
lems  are  mentioned.  This  does  not  mean  that  at  12  all  children 
are  aware  of  practically  all  the  problems,  but  that  in  a  large,  rep¬ 
resentative  group  of  children  a  few  are  aware  of  most  of  the 
moral  problems.  Our  points  of  appearance  give  the  age  at  which 
the  most  precocious  child  in  the  group  becomes  aware  of  any  prob¬ 
lem.  The  age  at  which  the  average  child  becomes  aware  of  it 
will,  of  course,  be  later,  and  may  be  found  by  tracing  the  growth 
of  this  problem  in  the  tables.  The  points  of  disappearance,  like¬ 
wise,  do  not  represent  the  time  at  which  this  problem  ceases  to 
be  vital  in  the  life  of  the  average  child,  but  rather  the  age  at 
which  the  most  retarded  child  fails  to  mention  it.  Thus  we  in¬ 
clude  in  our  points  of  appearance  and  of  disappearance  all  the 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


149 


ages  at  which  a  problem  appears  and  continues  to  be  active  in  the 
mind  of  any  child  in  the  group. 

The  schema  outlined  above  indicates  a  central  tendency  for 
three  stages  of  moral  development  worthy  of  consideration.  In 
the  first  stage,  it  is  duty  to  God ;  in  the  second  stage,  it  is  duty  to 
one’s  neighbor  and  the  duty  of  the  individual  to  maintain  his  per¬ 
sonal  integrity;  in  the  third  stage,  it  is  the  relationship  of  the  in¬ 
dividual  to  the  larger  social  groups,  his  vocation  in  life,  his  duty 
to  the  church  and  to  his  country.  It  is  very  likely  that  these  three 
stages  are  not  accidental  in  the  moral  relationship  of  the  individual 
to  his  environment. 

An  analysis  of  the  points  of  disappearance  of  the  moral  prob¬ 
lems  as  revealed  in  the  answers  of  these  children  is  presented  in 
the  following  schema : 

The  minimum  age  of  disappearance  is  10 — after  which  courage 
and  physical  exercise  are  not  mentioned. 

11-12.  Duty  to  country  (girls). 

13-14.  Courtesy  (boys). 

15-16.  Duty  to  school  (girls)  ;  politeness  (girls)  ;  preserve  health  (girls)  ; 
unselfishness  (girls). 

17-18.  Worship  (boys);  follow  vocation;  duty  to  country  (boys);  go  to 
school  (boys);  render  assistance  (boys);  courtesy  (girls);  gratitude;  charity 
(boys);  politeness  (boys);  cheerfulness;  purity;  preserve  health  (boys); 
to  be  honorable  (boys);  honesty;  self-denial  (boys);  unselfishness;  industry. 

Religious  acts;  personal  piety;  worship  (girls);  respect  for  authority;  ren¬ 
der  assistance  at  home  (girls);  charity  (girls);  gentleness;  to  be  honorable 
(girls)  ;  and  self-denial  (girls),  persist  in  the  adult  period1 

The  points  of  disappearance  of  these  problems  do  not  give  the 
Same  grouping  as  do  the  points  of  appearance.  This  is  due,  per¬ 
haps,  to  the  difference  in  the  length  of  time  that  these  problems 
remain  active  in  the  moral  consciousness  of  our  subjects.  The 
religious  problems  once  having  been  awakened,  remain  active 
throughout  adolescence  and  even  into  adult  years. 

Let  us  now  consider  the  appearance  of  moral  problems  (as 
indicated  by  the  answers  to  the  question  asking  for  three  things 
good-to-do ,  and  for  the  best  thing  we  can  perform  daring  life ) 
for  the  public  school  children. 

1  That  purity  is  not  mentioned  at  this  age  may  mean  either  sensitiveness 
on  this  point,  or  that  it  is  so  basic  a  virtue  that  it  is  taken  for  granted. 


150 


MARIE  CECELIA  MCGRATH 


P.  Public  G.  Public 

Appearance  at : 
io,  or  before: 


Religious  acts 

Religious  acts 

Personal  piety  (boys) 

Personal  piety  (boys) 

Divine  worship 

Divine  worship 

Respect  for  authority 

Respect  for  authority 

Render  assistance  (boys) 

Charity 

Courtesy  (boys) 

Politeness  (girls) 

Charity 

Cheerfulness 

Gentleness 

Gentleness 

Purity  (boys) 

To  be  honorable 

To  be  honorable 

Honesty 

Industry  (boys) 

11-12: 

Personal  piety  (girls) 

Personal  piety  (girls) 

Follow  vocation 

Follow  vocation 

To  go  to  school 

To  country  (boys) 

Courtesy  (girls) 

To  go  to  school 

Preserve  health  (boys) 

Render  assistance 

To  be  unselfish  (boys) 

Preserve  health  (boys) 

Recreation  (girls) 

Honesty 

Unselfishness  (boys) 
Industry  (girls) 
Recreation  (boys) 

13-14: 

To  country 

Follow  vocation  (girls) 

To  render  assistance  (girls) 

To  country  (girls) 

Gratitude  (boys) 

Recreation  (girls) 

Politeness 

Have  a  trade 

Cheerfulness 

Courtesy 

Purity  (girls) 

Politeness  (boys) 

Mortification  (boys) 

Purity 

Recreation  (boys) 

Preserve  health  (girls) 
Unselfishness  (girls) 
Industry  (boys) 
Mortification  (boys) 

15-16: 

Physical  exercise 


It  is  impossible  for  us  to  investigate  at  this  time,  the  moral 
problems  of  public  school  children  from  6  to  10  years  of  age. 
Children  do  not  read  well  enough  until  they  reach  10  years  to  take 
the  group  test  and  the  opportunity  of  giving  the  tests  individually, 
did  not  present  itself. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  151 

If,  however,  the  moral  problems  of  6-10  are  religious  problems 
in  the  public  schools,  it  is  likely  that  they  will  be  mentioned  in 
the  answers  of  the  io-year-olds  at  which  age  our  investigation 
commences.  This,  as  a  matter  of  fact,  we  find  to  be  true.  All  the 
problems  occurring  in  the  public  school  papers  at  10  and  so  present 
at  10  or  before,  are  mentioned  before  this  age  in  the  papers  from 
the  Catholic  schools.  However,  not  all  problems  which  make 
their  appearance  at  10  or  before  in  the  Catholic  school  papers  are 
found  in  the  io-year-old  groups  of  public  school  children,  al¬ 
though  they  appear  at  later  ages.  A  sufficiently  large  number  of 
problems  appear  in  the  public  school  outline  at  the  identical  age 
at  which  they  appear  in  that  of  the  Catholic  schools,  however,  to 
let  us  assume  that  the  differences  between  the  groups  are  not  very 
great.  The  problems  appear  also  at  practically  parallel  ages  for 
the  two  Public  School  systems. 

The  first  stage  of  moral  development  found  in  the  child,  from 
the  Catholic  school  namely,  that  of  the  recognition  of  duty  to 
God,  is  evidently  among  the  first,  if  not  the  first,  to  appear  with 
these  children.  Problems  belonging  to  the  second  stage,  duty  to 
one’s  fellowman  and  to  maintain  one’s  personal  integrity  occur 
at  all  the  ages,  but  the  majority  of  these  make  their  appearance 
earlier  than  do  the  majority  of  those  belonging  to  the  third  stage 
— namely,  duties  to  various  social  groups.  Thus,  we  may  say 
that  these  problems  fall  roughly  into  the  three  stages  of  develop¬ 
ment  found  in  the  Catholic  school  papers. 

The  points  of  disappearance  of  the  various  problems  in  the 
public  school  systems  as  shown  in  the  outline  below,  exemplify 
the  tendency  of  religious  duties  to  persist  all  through  the  adoles¬ 
cent  period,  while  duties  to  social  groups,  to  mankind,  and  to  self 
disappear  more  or  less,  irregularly. 


152 


MARIE  CECELIA  MCGRATH 


Points  of  Disappearance 


P.  Public 
io,  or  before : 
Courtesy  (boys) 


G.  Public 


11-12 : 

Follow  vocation  (girls) 
Courtesy  (girls) 
Gratitude  (girls) 
Preserve  health  (boys) 
Courage  (boys) 


13-14: 

Personal  piety 
Divine  worship  (girls) 
Purity  (girls) 
Self-denial  (boys) 
Unselfishness  (boys) 
Industry  (boys) 

Follow  vocation  (boys) 
To  country 
To  go  to  school 
To  render  assistance 
Gratitude  (boys) 
Politeness  (boys) 
Cheerfulness 
Recreation 


To  country  (girls) 

To  go  to  school  (girls) 
Cheerfulness  (girls) 
Industry 


15-16: 

Religious  acts  (16) 2  Personal  piety  (girls) 

Divine  worship  (boys)  Have  a  trade 

Respect  for  authority  (16)  Follow  vocation  (girls) 

Charity  (girls  16),  (boys  15)  To  go  to  school  (boys) 

Politeness  (girls)  Render  assistance  (girls) 

Gentleness  (16)  Courtesy  (girls) 

Purity  (boys  16)  Preserve  health  (girls) 

To  be  honorable  (girls  16),  (boys  15)  To  be  honorable  (girls) 

Honesty  Self-denial  (boys) 

Unselfishness  (girls) 

Physical  exercise 
Recreation 

2  The  number  following  the  action  in  this  group  indicates  the  year  at  which 
it  was  last  mentioned.  No  subjects  above  the  age  of  16  were  tested  in  this 
school. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


153 


G.  Public 
17-18 

Religious  acts  (boys) 

Follow  vocation  (boys) 
Respect  authority  (girls) 
Render  assistance  (boys) 
Politeness 

Cheerfulness  (boys) 

Purity 

Preserve  health  (boys) 

To  be  honorable  (boys) 
Unselfishness  (boys) 

Persisting  in  Adult  Age  : 
Religious  acts  (girls) 
Personal  piety  (boys) 

To  country  (boys) 

Respect  for  authority  (boys) 
Courtesy  (boys)  Gentleness 
Charity,  honesty 


In  answer  to  the  questions,  Name  three  things  it  is  bad-to-do , 
and,  What  one  action  do  you  consider  the  worst  a  person  can  do 
during  life ,  the  Catholic  school  papers  show  that  the  moral  prob¬ 
lems  present  themselves  for  the  first  time  at  the  various  ages  as 
follows : 

6-7.  Blasphemy;  unbelief;  violation  of  religious  duties;  against  school;  con¬ 
trary  to  home  authority;  against  charity;  stealing;  lying;  murder;  fighting; 
selfishness  (girls)  ;  discourtesy  (girls)  ;  against  country  (boys)  ;  pride  (boys)  ; 
and  laziness  (boys). 

8-10.  Against  purity;  cruelty;  impurity;  against  country  (girls);  pride 
( girls);  against  conventions  (girls);  against  honesty  (girls);  intemperance 
(girls)  ;  deceptiveness  (girls)  ;  cheating  (boys)  ;  discourtesy  (boys)  ;  selfish¬ 
ness  (boys). 

11-12.  Divorce  (girls)  ;  laziness  (girls)  ;  intemperance  (boys). 

13-14.  Adultery  (girls)  ;  deceptiveness  (boys)  ;  neglect  vocation  (boys). 

15-16.  Neglect  vocation  (girls);  adultery  (boys). 

As  was  the  case  with  the  problems  in  the  table  dealing  with 
the  acts  it  is  good-to-do ,  it  is  found  that  practically  all  problems 
are  mentioned  by  the  end  of  the  twelfth  year.  Only  the  two  ex¬ 
ceptions,  “neglect  of  vocation”  and  “adultery”  present  themselves 
after  this  age. 


154 


MARIE  CECELIA  MCGRATH 


The  problems  classify  themselves  also  into  the  three  stages 
of  moral  development  noted  above.  In  the  first  stage,  are  in¬ 
cluded  violation  of  duties  to  God, — blasphemy,  unbelief,  and  vio¬ 
lation  of  religious  duties.  Only  the  percentage  of  children  men¬ 
tioning  them  at  the  youngest  age  tested,  offers  any  indication  of 
which  concept  appears  first. 

Exception  may  be  taken  to  this  outline  of  the  three  stages  of 
moral  development  because  the  presence  of  “violation  of  duties 
to  school1’  and  of  “actions  contrary  to  home  authority”  appear 
at  an  early  age  in  our  Table,  but  if  we  analyze  the  nature  of  these 
acts  as  mentioned  by  the  6-year-olds  we  find  that  they  are  really 
directed  against  an  individual  who  does  not  represent  a  social 
group  to  the  child. 

The  third  stage  of  development  is  rather  poorly  defined  here. 
If  we  consider  divorce  and  adultery,  crimes  against  the  family  as 
a  social  institution,  and  intemperance  and  neglect  of  vocation  as 
detrimental  to  the  welfare  of  society  the  problems  as  they  appear, 
fit  into  the  classification  very  well.  However,  it  is  doubtful 
whether  the  child  had  anyone  more  than  the  individual  in  mind 
when  he  mentioned  these  actions.  Indeed,  it  is  not  strange,  that 
actions  contrary  to  a  social  group,  e.g.,  against  country,  or 
church,  or  school,  should  not  present  themselves  in  this  third 
stage  because  in  actual  life  children  do  not  have  an  opportunity 
of  doing  anything  contrary  to  these  duties. 

The  following  outline  presents  the  ages  at  which  these  same 
problems  appear  in  the  papers  of  the  public  school  children . 

The  problems  appear  for  the  two  Public  School  systems  at  prac¬ 
tically  the  same  ages,  but  these  ages  are  later  in  many  cases 
than  those  found  in  the  Catholic  schools.  We  find,  also,  that 
the  third  stage  development  in  the  public  school  is  practically 
non-existent  and  its  absence  may  be  accounted  for,  as  in  the  pre¬ 
vious  case,  by  the  fact  that  children  do  not  commit  offenses 
against  society  or  against  their  country.  Moreover,  we  find 
relatively  the  same  order  of  appearance  here  as  in  the  Catholic 
schools. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


155 


P.  Public 
10,  or  before: 
Blasphemy 
Lying 
Murder 

Fighting  (boys) 

Cheating 
Stealing 
Against  charity 
Adultery  (boys) 

Against  conventions  (boys) 
Contrary  to  authority 
Unbelief  (girls) 

Violation  of  religious  duties 

11-12 : 

Unbelief  (boys) 

Discourtesy  (girls) 

Fighting  (girls) 

Impurity 

Laziness 

Against  conventions  (girls) 
Deceptiveness  (boys) 
Selfishness 
Pride  (boys) 

Cruelty 

Intemperance 

13-14: 

Neglect  vocation 
Adultery  (girls) 

Against  honesty  (girls) 


G.  Public 

Blasphemy 

Violation  of  religious  duties 
Against  country 
Contrary  to  authority 
Discourtesy  (girls) 

Against  charity  (girls) 

Stealing 

Lying 

Murder 

Fighting  (girls) 
Deceptiveness  (boys) 
Cheating 

Unbelief 

Against  charity  (boys) 
Against  honesty  (girls) 
Fighting  (boys) 

Laziness  (boys) 

Against  conventions 
Selfishness  (boys) 

Cruelty 

Intemperance 


Adultery 

Discourtesy  (boys) 
Against  charity  (boys) 
Laziness  (girls) 
Selfishness  (girls) 

Pride  (girls) 

15-16: 

Impurity 


17-18: 

Against  honesty  (boys) 


Let  us  now  consider  the  ages  at  which  the  various  problems 
tend  to  disappear  in  the  answers  of  the  parochial  school  children : 
11-12.  Divorce  (girls). 

13-14.  Pride  (girls)  ;  cruelty  (girls)  ;  against  school  (boys). 

15-16.  Neglect  vocation  (boys)  ;  against  school  (girls)  ;  adultery  (girls)  ; 
discourtesy  (girls)  ;  laziness  (girls). 

17-18.  Fighting;  impurity;  aganst  conventions;  against  purity;  selfishness; 
intemperance;  neglect  vocation  (girls);  against  honesty  (girls);  laziness 


MARIE  CECELIA  MCGRATH 


156 

(girls)  ;  cheating  (girls)  ;  against  country  (boys)  ;  deceptiveness  (boys)  ; 
cruelty  (boys)  ;  unbelief  (boys). 

The  moral  problems  persisting  in  adult  years  are:  blasphemy;  violation  of 
religious  duties;  contrary  to  authority  (girls);  unbelief  (girls);  against 
charity;  stealing;  lying;  murder;  pride  (girls);  cheating  (boys);  adultery 
(boys). 


A  comparison  of  the  points  of  appearance  and  the  points  of 
disappearance  bring  out  a  tendency  which  is  also  present  in  the 
things  it  is  good-to-do,  namely  that  the  problems  disappear  in  the 
reverse  order  to  that  in  which  they  appear.  As  was  noted  pre¬ 
viously  in  the  case  of  the  good  and  best  actions,  the  small  number 
of  boys  taking  the  test  at  the  adult  age  probably  causes  more 
problems  to  disappear  at  17-18  for  the  boys  than  would  other¬ 
wise  be  the  case. 

The  problems  tend  to  disappear  in  the  answers  of  the  public 
school  children  as  outlined  below . 

The  large  number  of  problems  which  disappear  from  the  P. 
Public  schools  in  the  15-16-year-old  group  is  very  marked.  This 
is  due  to  the  fact  that  in  this  school  system  the  tests  were  car¬ 
ried  through  the  Eighth  Grade  only.  The  small  number  of  cases 
at  15-16  therefore,  are  hardly  representative. 

There  are  several  interesting  points  of  comparison  between 
this  outline  of  the  public  school  children  which  gives  the  ages 
at  which  certain  moral  problems  cease  to  be  active  in  their  minds, 
and  the  corresponding  outline  for  the  parochial  school  children. 
The  awareness  of  problems  concerning  the  violation  of  the  duty 
one  has  to  maintain  his  personal  integrity,  disappears  for  both 
groups  at  the  1 7-1 8-year-old  period.  Whereas,  in  the  Catholic 
school  answers,  the  consciousness  of  a  duty  one  has  not  to  vio¬ 
late  his  obligations  to  God  persists  into  the  adult  age,  this  con¬ 
cept  disappears  earlier  from  the  minds  of  the  public  school 
children.  They  retain,  however,  in  the  adult  period  a  greater 
consciousness  of  those  things  which  would  violate  a  duty  to  one’s 
neighbor,  than  do  the  parochial  school  children.  It  may  be 
assumed,  that  as  environment  offers  these  public  school  subjects 
their  moral  training  in  most  cases,  the  ideal  of  one’s  duty  to  his 
neighbor  has  superseded  that  of  one’s  duty  to  God. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


157 


P.  Public 
10: 

Adultery  (boys) 

11-12: 

Laziness  (girls) 

Selfishness  (girls) 

■  Pride  (boys) 

Cruelty 

Intemperance  (girls) 

13-14: 

Unbelief 

Violation  of  religious  duties 
Neglect  vocation 
Adultery  (girls) 

Discourtesy  (girls) 

Murder  (girls) 

Fighting  (girls) 

Impurity  (girls) 

Against  conventions  (girls) 
Deceptiveness  (boys) 

Selfishness  (boys) 

Intemperance  (boys) 

15-16: 

Blasphemy  (boys  16) 

Contrary  to  authority  (girls  16) 
Against  charity  (girls  16) 

Stealing  (16) 

Lying  (16) 

Murder  (boys  16) 

Fighting  (boys  16) 

Impurity  (boys  16) 

Laziness  (boys) 

Against  conventions  (boys  16) 
Cheating  (girls  16) 


G.  Public 


Against  country  (girls) 
Adultery  (girls) 
Discourtesy  (boys) 
Pride  (girls) 


Violation  of  religious  duties  (boys) 
Against  country 
Against  charity 
Against  honesty  (girls) 

Impurity  (boys) 

Laziness  (boys) 

Against  conventions 
Intemperance 
Selfishness 
Cruelty  (girls) 

17-18 : 

Blasphemy  (girls) 

Unbelief 

Violation  of  religious  duties  (girls) 
Adultery  (boys) 

Discourtesy  (girls) 

Against  honesty  (boys) 

Murder  (girls) 

Impurity  (girls) 

Laziness  (girls) 

Deceptiveness  (boys) 

Cheating  (girls) 

Cruelty  (boys) 


158 


MARIE  CECELIA  MCGRATH 


No  attempt  has  been  made  in  the  above  analysis  to  consider  the 
separate  actions  from  the  standpoint  of  their  importance  as  sug¬ 
gested  in  the  percentages  at  the  various  ages.  This  can  be  worked 
out  readily  from  the  Tables,  in  Chapter  VII,  if  so  desired.  Nor 
has  any  definite  attempt  been  made  to  find  what  difference  in 
meaning  a  term  may  have  at  various  ages,  e.g.,  how  the  religious 
act  at  6  differs  from  that  of  16,  or  what  objects  are  stolen  at  8 
as  compared  with  those  stolen  at  12.  Such  a  study  were  it 
attempted,  would  undoubtedly  yield  valuable  results. 


CHAPTER  IX 


The  Moral  Principles  of  Children 

A  number  of  moral  principles  were  considered  in  detail  when 
we  discussed  the  results  of  the  pictures  and  stories.  These  prin¬ 
ciples  while  interesting  in  this  detailed  form,  do  not  enable  us  to 
form  a  general  survey  of  children’s  ideals.  It  has  been  consid¬ 
ered  worth  while,  therefore,  to  attempt  a  generalization  of  these 
moral  principles  based  on  the  schema  explained  and  used  in 
Chapter  VII,  on  the  Moral  problems  of  childhood.1 

The  problems  presented  in  these  stories  differ  from  those  in  the 
questions,  Name  three  things  it  is  good-to-do ,  etc.,  in  that  we 
suggest  a  situation  in  the  stories  and  ask  for  a  solution.  The 
child  then  draws  on  his  store  of  principles  for  one  that  will  solve 
the  problem.  In  the  other  case,  the  question  gave  no  suggestion 
but  demanded  rather  the  spontaneous  reaction  of  the  child,  and 
in  his  reply  we  were  justified  in  expecting  to  find  the  statement 
of  those  ideals  which  were  uppermost  in  his  mind.  Many  other 
principles  and  ideals  undoubtedly  were  present  also,  and  it  was 
to  give  him  an  opportunity  of  expressing  these  that  he  was  pre¬ 
sented  with  definite  problems  to  solve. 

The  following  classification  will  be  used  in  discussing  the  points 
of  appearance  and  of  disappearance  of  these  principles.  After 
each  specific  principle  will  be  given  the  story  or  picture  in  which 
it  is  mentioned. 

Duty  to  God. 

Concept  of  worship  (Story  No.  6). 

Aim  of  life — happiness  versus  pleasure  (Story  No.  14). 

Obligation  to  go  to  church  (Picture  No.  6). 

Belief  in  the  supernatural,  appearance  of  Guardian  Angel,  etc. 

(Picture  No.  8). 

Obligation  to  respect  man  as  a  work  of  God  (Story  No.  2). 


1  See  p.  137. 


159 


MARIE  CECELIA  MCGRATH 


160 

Duty  to  Social  Groups. 

To  the  State. 

Duty  in  time  of  war  (Story  No.  io). 

Necessity  of  justice  (Story  No.  15). 

Right  of  property  (Stories  No.  7  and  8  and  Pictures  No. 
1  and  2). 

Eviction — a  legal  tragedy  (Picture  No.  4). 

Mob  rule  (Story  No.  12). 

Capital  punishment,  a  right  of  the  State  (Story  No.  12). 
Obligation  of  the  State  to  censor  amusements  (Story  No. 
16). 

Duty  to  the  Family. 

Obedience  (Story  No.  1). 

Duty  to  help  mother  (Story  No.  4). 

Love  of  mother  (Story  No.  4). 

Relative  importance  of  duty  to  father  and  to  State  in  a  crisis 
(Story  No.  10). 

Obligations  of  an  adopted  child  (Story  No.  15). 

Son  harming  his  mother  (Picture  No.  4). 

Parental  love. 

Mother  instinct  and  love  for  her  child  (Picture  No.  4). 

Cruel  husband  and  father — due  to  drink  (Picture  No.  4). 

Permanency  of  the  family  unit. 

Sacredness  of  marriage  (Story  No.  4). 

Marital  infidelity  (Picture  No.  7). 

Divorce  (Story  No.  14). 

Duty  to  superiors  and  friends. 

Respect  for  elders  (Story  No.  5). 

To  be  polite  (Stories  No.  3  and  5). 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


161 

Duty  to  any  human  being. 

Charity  (Stories  No.  2  and  5). 

Gossip  (Picture  No.  8). 

Eavesdropping  (Picture  No.  8). 

Jealousy  (Picture  No.  8). 

Snobbery  (Picture  No.  8). 

Make  fun  of  a  person  (Stories  No.  2,  4,  and  5). 

Hurt  another’s  feelings  (Stories  No.  2,  4,  and  5). 

Charity. 

Tactless  frankness  (Story  No.  9). 

Telling  the  truth  and  injuring  another’s  reputation  (Story  No. 
ii). 


Purity. 

Demoralizing  shows  (Story  No.  16). 

Obligation  of  society  to  protect  women  from  immoral  condi¬ 
tions  (Story  No.  16). 

Obligation  of  the  individual  to  observe  conventions  guarding 
sex  (Story  No.  13). 

Moral  indignation  aroused  in  white  men  at  assault  on  a  member 
of  their  race  by  a  negro  (Story  No.  12). 

Double  standard  of  morality  for  men  and  women  (Story  No. 

16). 

Stealing  (Stories  No.  7  and  8;  Picture  No.  1  and  2). 

Murder  (Pictures  No.  3  and  4). 

Obligation  to  maintain  one’s  personal  integrity. 

To  be  moral. 

Modesty  (Picture  No.  8). 

Immature  love  (Picture  No.  6). 

Flirting  (Picture  No.  6). 

To  be  honorable. 

Truthfulness  (Stories  No.  9  and  15). 

Obligation  to  keep  a  promise  (Story  No.  11). 


162 


MARIE  CECELIA  MCGRATH 


Courtship. 

Selfishness  (Story  No.  3). 

Gambling. 

Playing  cards  (Picture  No.  3). 

Playing  dice  (Picture  No.  4). 

In  considering  the  points  of  appearances  of  these  principles  we 
will  classify  them  according  to  that  group  of  duties  to  God,  self, 
or  some  social  group  under  which  they  have  been  placed  in  the 
above  outline. 

The  principles  exemplified  in  the  stories  and  pictures  presented 
to  the  children,  were  first  perceived  by  them  at  the  following 
ages : 

Points  of  Appearance. 

6-7 : 

Respect  for  authority 
Charity 
Unselfishness 
Duty  to  help  mother 
Respect  for  elders 
To  be  polite 
Worship 
Stealing 

10 : 

Duty  in  time  of  war 
Sovereign  power  belongs  to  State  alone 
Indissolubility  of  marriage  (boys) 

Divorce  (boys) 

Necessity  of  justice  (girls) 

Purity 

Stealing  (shoplifting)  (boys) 

11-12: 

Regard  for  conventions  guarding  sex 
Appreciation  of  sex  differences 

The  recognition  of  principles  that  have  to  do  with  duty  to  God 
appears  early.  The  simpler  social  duties  as  charity,  politeness, 
honesty,  respect  for  authority,  etc.,  also  appear  at  an  early  age. 
A  second  stage  is  perceived  in  the  awareness  of  the  subject  to  the 


8-9: 

Religious  obligations 
To  be  moral 
Courtship 
Marital  infidelity 
Love  of  mother 

Obligation  to  restore  stolen  goods 

To  be  honorable 

Right  of  mob  rule 

Aim  of  life — true  happiness 

Indissolubility  of  marriage  (girls) 

Divorce  (girls) 

Necessity  of  justice  (boys) 
Stealing  (shoplifting)  (girls) 
Stealing  (pickpocketing) 

Gambling 
Murder 
Parental  love 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


163 


more  complex  social  duties,  as  problems  of  marriage  and  family 
relations,  purity  as  it  concerns  society,  and  realization  of  different 
kinds  of  murder.  In  this  stage  also  may  be  placed  the  appearance 
of  the  duty  the  individual  feels  to  maintain  his  personal  integrity. 
This  is  exemplified  in  his  desire  to  be  honorable  and  to  be  moral. 
A  third  stage  is  shown  in  his  realization  of  the  rights  and  powers 
of  the  State  and  the  obligations  he  has  toward  the  State.  A 
fourth  stage  which  appears  for  the  first  time  in  our  study  of  the 
moral  development  of  the  individual,  is  his  ability  to  recognize 
and  solve  problems  involving  a  sexual  element.  The  factors 
which  have  appeared  before  this  time  have  not  contained  any  defin¬ 
ite  appreciation  of  sex  relations  or  of  the  regulation  of  society 
to  guard  such  relations.  Purity,  morality,  clean  thoughts,  etc., 
as  they  have  appeared  from  time  to  time  have  been  classified  under 
one’s  duty  “to  maintain  his  personal  integrity.”  To  look  at  bad 
pictures,  tell  obscene  stories,  go  to  bad  plays  and  the  like  have 
been  classified  under  “actions  against  purity”  in  the  category 
of  one’s  duties  to  any  human  being,  while  adultery  has  been 
placed  under  one’s  duty  “to  the  family.”  Though  in  all  these  cases 
we  do  get  a  more  or  less  definite  sexual  element  it  has  always 
been  up  to  this  time  subjective  and  has  represented  very  little 
appreciation  of  the  social  aspect  of  sex  problems.  In  the  fourth 
stage  which  has  been  revealed  by  the  child’s  solution  of  problems 
involving  sex  elements,  we  find  that  he  not  only  appreciates  the 
problems  of  sex,  but  that  he  is  aware  that  they  are  problems  which 
concern  society  as  a  whole  and  to  control  which  society  has  built 
up  a  mass  of  conventions  which  cannot  be  broken  down  nor  vio¬ 
lated  with  impunity  . 

Considering  the  stages  of  development  outlined  above,  we  find 
that  they  coincide  roughly  with  those  found  to  exist  when  the 
child  answered  spontaneously  what  actions  he  considered  good- 
to-do  and  what  actions  bad-to-do.  When  we  consider  the  free¬ 
dom  of  the  child’s  choice  in  the  one  case  and  limitation  of  this 
choice  to  a  single  theme  in  the  other,  we  may  conclude  that  these 
stages  of  development  are  representative  and  fundamental  in  the 
progress  of  the  individual  from  infancy  to  maturity. 


164 


MARIE  CECELIA  MCGRATH 


The  knowledge  of  the  moral  principles  involved  in  the  stories 
and  the  ability  to  apply  them  in  the  situation  presented  is  shown 
to  increase  as  we  approach  the  adult  age.  A  study  of  the  points 
of  disappearance  in  this  case  shows  practically  nothing.  It  was 
found  that  from  17-18,  respect  for  man  as  God’s  handiwork 
(boys),  duty  to  help  mother  (boys),  to  be  polite  (boys),  and  di¬ 
vorce  (girls),  disappeared.  The  small  number  of  boys  taking  the 
test  in  the  adult  age  render  these  results  practically  worthless, 
however.  We  may  assume  that  had  we  a  sufficient  number  of 
boys,  as  we  have  in  the  case  of  the  girls,  these  qualities  would 
persist  for  them  also.  We  do  have  evidence  of  a  modification 
and  development  of  moral  principles  in  the  child — for  instance, 
stealing  (a  boy’s  prank)  is  condemned  at  6-7,  stealing  (pick¬ 
pocketing)  at  8-9,  stealing  (an  obligation  to  return  stolen  goods) 
at  8-9,  stealing  (shoplifting)  at  8-9  for  girls  and  at  10  for  boys. 
As  his  experiences  become  greater,  the  development  of  the  child 
is  apparent,  but  we  have  no  evidence  that  he  forgets  or  loses  a 
moral  principle  once  instilled  in  his  mind.  The  mechanism  of 
the  child’s  mind,  having  been  attuned  to  a  moral  principle,  is 
thrown  into  action  at  once  with  the  presence  of  circumstances 
involving  this  principle. 

The  principles  which  have  appeared  in  the  child’s  solution  of 
the  problems  involved  in  these  stories  and  pictures,  and  the  prob¬ 
lems  extemporaneously  expressed  by  the  child  and  considered  in 
the  previous  chapter,  have  formed  the  basis  of  the  following  out¬ 
line  for  a  course  in  moral  instruction : 

Age  6-7.  Grades  1  and  2. 

Man  has  a  moral  duty  to  pray  and  to  reverence  the  name  of  God. 

“  “  “  “  “  “  obey. 

“  respect  the  person  of  others  (not  to  steal,  not  to 
fight). 

Age  8-10.  Grades  3  and  4. 

Man  has  a  moral  duty  to  worship  God  and  to  perform  acts  of  religion. 

“  “  “  “  “  “  be  generous. 

“  show  consideration  for  others  (to  be  polite,  gentle, 
courteous,  truthful). 

“  “  “  “  “  “  be  pure  of  heart. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


165 


Age  11-12.  Grades  5  and  6. 

Man  has  a  moral  duty  to  worship  God. 

“  “  “  “  “  “  perform  acts  of  self-sacrifice. 

“  “  “  “  “  his  country  and  to  his  school. 


tt  u  u  it 

“  “  be  pure  in  thought  and  action. 

tt  a  a  tt 

“  “  preserve  his  health. 

it  tt  t(  tt 

“  of  charity. 

Age  13-14. 

Grades  7  and  8. 

Man  has  a  moral  duty  to  worship  God. 

“  “  “  “  “  “  perform  acts  of  self-sacrifice. 


a  u  u  a 

“  “  his  country. 

u  it  a  a 

“  his  home  (to  uphold  its  authority  whenever  neces¬ 
sary). 

a  a  a  a 

“  of  charity  (to  love  his  neighbor). 

Age  15-16.  High  School  (1st  and  2nd  years). 

Man  has  a  moral  duty  to  follow  his  vocation  (to  take  up  a  life-work  to  which 

he  feels  called). 


a  a  a  a 

“  “  society  (social,  civil,  and  industrial). 

a  u  a  u 

“  “  be  pure  in  all  his  social  relationships. 

Age  17-18. 

High  School  (3rd  and  4th  years). 

Man  has  a  moral  duty  to  apply  his  religious  principles  in  all  his  relations  with 

his  fellow-men. 


ti  (i  (i  (( 

of  charity  (a  combination  of  his  duty  to  individuals  and 
to  social  groups). 

a  a  u  a 

“  to  maintain  his  personal  integrity  in  his  private  and 
public  life. 

CHAPTER  X 


A  List  of  Moral  Tests  for  Children  Standardized  by  Age. 
Year  VI  (and  below).1 

i.  a.  Is  it  a  sin  to  keep  the  change  if  the  clerk  gives  you  too 

much  ?  . 

Is  it  a  sin  to  cheat? . 

What  should  you  do  if  you  saw  a  lady  in  front  of  you 

drop  a  five-dollar  bill? . 

How  would  you  act  if  your  mother  told  you  to  come 
home  to  go  to  the  store  and  the  boys  wanted  you  to  play 
ball? 

What  happens  to  a  good  little  boy  when  he  dies? 

Whom  do-  you  love  best  in  all  the  world? . 

Why?  . 

Would  it  be  wrong  to  take  a  nickel  out  of  your  mother’s 

pocketbook  without  asking  her  ? . 

Would  a  lie  be  a  lie  if  no  one  ever  found  out  you  told 
it?  . . 

5.  What  should  you  do  if  while  playing  in  the  parlor  you  broke 

one  of  your  mother’s  best  chairs?  (No  one  saw  you 
break  it  and  your  brother  was  blamed  for  doing  it.)  ...  . 

6.  What  should  you  do  if  you  had  a  bag  of  pop-corn  and 

were  eating  it  when  a  little  child  looked  up  at  you  hun- 
grily?  . 

Alternative  Test. 

1.  a.  Is  it  a  sin  to  stay  away  from  church  on  Sunday? . 

b.  Is  it  a  sin  to  go  bed  without  saying  your  prayers? . 

c.  Is  it  a  sin  not  to  say  “grace”  before  meals? . 

1  The  small  number  of  cases  below  year  IX  and  above  year  XVII  renders 
the  standardization  inadequate  for  these  years.  However  further  tests  are 
being  given  for  these  ages  and  the  results  obtained  will  be  used  to  aid  in 
formulating  more  accurate  norms.  These  results  will  be  published  in  the  near 
future. 


b. 

2.  a. 

b. 

0 

3.  a. 
b. 

4.  a. 
b. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


167 


Years  VII  and  VIII. 

1.  What  should  you  do  if  your  playmate  broke  your  checker¬ 

board?  . 

2.  Why  were  you  made? . 

3.  a.  Is  it  a  sin  to  talk  about  someone  you  do  not  like? . 

b.  Is  it  a  sin  to  throw  snowballs  when  forbidden  to  do  so?. . 

4.  a.  What  would  you  think  if  you  heard  a  little  boy  say, 

“There  is  no  God”? . " . 

b.  Who  made  you? . 

5.  What  should  you  do  if  a  little  boy  or  girl  who  never  said 

any  night  prayers  came  to  stay  at  your  house  for  two  or 
three  nights,  and  got  into  bed  before  you  have  said  your 
prayers  ?  . 

6.  A  very  poorly  dressed  woman,  carrying  a  basket  of  apples 

was  walking  along  the  street.  She  looked  as  tho  she  were 
so  tired  she  could  hardly  walk.  Two  pretty  girls  dressed 
up  in  their  nicest  dresses  watched  the  woman  as  she 
passed  them.  “Isn't  she  ugly — and,  oh,  what  an  awful 
dress  to  wear,”  the  one  little  girl  said  to  the  other,  loud 
enough  for  the  old  lady  to  hear. 

Do  you  like  these  little  girls? . 

Why?  . 

Alternative  Tests. 

1;  a.  Would  it  be  wrong  to  say  a  swear-word  when  no  one  is 

around? . 

b.  Is  it  a  sin  to  fight? . 

2.  Robert  is  fourteen  years  old.  His  father  died  when  he  was 
only  ten  years  old  and  his  mother  has  been  sick  and  not 
able  to  walk  for  a  long  time.  After  school  Robert  never 
stays  out  to  play  with  the  boys  but  hurries  home  to  read 
to  his  mother  and  try  to  make  her  happy.  The  boys  call 
him  “big  sissy.” 

Is  it  wrong  or  right  for  the  boys  to  call  him  a  “sissy”  ? . 

Why?  . 


i68 


MARIE  CECELIA  MCGRATH 


Years  IX  and  X. 

1.  Vocabulary  (Catholic  12  words;  Public  8  words) . 

2.  How  should  you  act  if  your  teacher  scolded  you  for  not 

having  your  lessons?  .  .  .  . . 

3.  What  should  you  do  if  a  playmate  hit  you  without  meaning 

to  do  so  ? . 

4.  What  should  you  do  if  your  ball  went  through  a  neighbor’s 

window  ? . 

5.  The  four  boys  had  been  playing  hard  all  evening  and  were 

very  hungry  by  nine  o’clock,  yet  they  did  not  care  to  go 
home.  Jim  proposed  that  they  have  a  “lark.”  He  was 
game,  if  the  others  would  back  him  up  to  sneak  around 
the  corner  of  old  Domico’s  fruit  stand  and  roll  out  a 
watermelon.  If  they  once  got  it  they  could  run  faster 
than  the  old  Italian,  so  there  was  no  danger  of  being 
caught. 

Do  you  think  this  was  a  good  thing  for  the  little  boys  to  do?. .  . 
Why?  . 

6.  Characteristic  traits  (8  correct) . 

Years  XI  and  XII. 

1.  Mamma  and  papa  have  told  Mary  who  is  eight  years  old 

that  she  must  not  lift  baby  John  who  is  three,  as  he  is  too 
heavy,  and  she  will  hurt  herself  by  doing  it.  One  day 
while  Mary  and  John  were  playing  on  the  street  in  front 
of  their  house  an  automobile  came  along  very  fast.  John 
ran  out  almost  in  front  of  it  when  Mary  caught  him  in 
her  arms  and  carried  him  to  the  sidewalk. 

Was  Mary  disobedient?  Answer  YES  or  NO . 

Why?  . 

2.  Is  it  a  sin  to  throw  snowballs? . 

3.  Interpretation  of  Picture  No.  3 . 

4.  Characteristic  traits  (12  correct)  . 

5.  When  Columbus  came  to  America  the  Indians  treated  him 

very  kindly.  One  little  boy  in  the  tribe  who  had,  of 
course,  never  seen  a  white  man  before,  or  any  man 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  169 

dressed  like  Columbus  was,  loved  him  very  much.  When¬ 
ever  Columbus  passed  near  where  he  was  the  little  boy 
would  fall  on  his  knees  and  cover  his  face,  and  pray  to 
Columbus  that  it  would  not  rain  the  next  day  for  he 
wanted  to  go  hunting.  Who  did  the  boy  think  Colum¬ 
bus  was? . 

6.  Vocabulary  (Catholic  18  words;  Public  10  words) . 

Alternative  Test. 

1.  Interpretation  of  Picture  No.  6 . 

Years  XIII  and  XIV. 

1.  Vocabulary  (Catholic  21  words;  Public  13  words) . 

2.  In  our  school  is  “silly  Willie” 

Whom  the  kids  tease  all  the  time 
“Billy,  Willie,  you’re  so  silly 
That  to  love  you'd  be  a  crime.” 

Is  it  wrong  or  right  for  the  boys  to  sing  a  song  like  this? . 

Why?  . 

3.  Cross-out  test  (3  lines  correct)  . 

4.  In  most  of  our  large  cities  there  are  theatres  known  as  “Bur¬ 

lesque  Shows.”  The  main  performances  are  open  to 
men  only.  What  is  your  opinion  of  this  restriction?.  .  .  . 

Years  XV  and  XVI. 

1.  Vocabulary  (Catholic  24  words;  Public  22)  . 

2.  What  should  you  do  if  your  mother  scolded  you  very 

hard? . 

3.  Likeness  and  difference  test  (3  correct) . 

4.  Interpretation  of  Picture  No.  8 . 


Alternative  Test. 

1.  Cross-out  test  (6  lines  correct) 


170 


MARIE  CECELIA  MCGRATH 


Years  XVII  and  XVIII. 

1.  Vocabulary  (Catholic  35  words) . 

2.  Likeness  and  difference  test  (8  correct)  . 

3.  Cross-out  test  (7  lines  correct)  . . 

4.  Suppose  a  boy  in  1917,  was  certain  that  his  father  was  pro- 

German  and  was  going  to  inform  the  captain  of  a  sub¬ 
marine  the  date  of  departure  of  a  convoy.  How  should 
he  act  ? . 

5.  Is  it  a  sin  to  talk  in  school  ? . 

6.  Characteristics  traits  (16  correct)  . 

Alternative  Test. 

1.  Interpretation  of  Picture  No.  5 . . 

Adult  Age. 

1.  Many  people  hold  this  theory  for  their  philosophy  of  life: 
“I  shall  live  my  life  in  whatever  way  I  may  obtain  the 
greatest  possible  happiness.”  Do  you  agree  with  this 
theory?  . . 

Why?  . 

There  is  a  young  lady  who  married  a  man  not  for  love  but  for 
material  reasons.  After  she  has  been  married  a  few 
years,  there  comes  into  her  life  a  man  who  seemed  de¬ 
stined  to  make  her  happy.  As  love  for  her  “soul’s  mate” 
increases,  life  with  her  husband  becomes  more  and  more 
unbearable.  Has  this  woman  a  right  to  rectify  her  earlier 
mistake  and  attain  her  life’s  happiness? . 

Why?  . 

2.  Likeness  and  difference  test  (9  correct)  . 

3.  Interpretation  of  Picture  No.  7 . 

4.  Cross-out  test  (9  lines  correct)  . 

Alternative  Test. 

1.  Interpretation  of  Picture  No.  2 . 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


171 


Super-Adult  Age. 

1.  Vocabulary  (45  words)  . 

2.  Daddy  had  just  come  home  with  a  nice  big  bundle  under  his 

arm.  Ruth  and  Dick  could  hardly  wait  till  he  hung  up 
his  coat  and  hat,  and  opened  the  bundle.  But  at  last  the 
wait  was  over  and  kneeling  beside  daddy’s  chair  they 
watched  him  break  the  string  and  take  off  the  paper. 
Two  new  books  were  there.  One  had  a  beautiful  elephant 
on  the  cover  and  the  other  was  just  plain.  Ruth  was 
older  than  Dick  so  daddy  said  she  could  pick  which  one 
she  wanted. 

If  you  were  Ruth  which  one  do  you  think  you  should  pick?. .  .  . 

Why?  . 

3.  A  gentleman  through  a  very  clever  bit  of  business  practice 

succeeded  in  legally  swindling  another  man  out  of  a  con¬ 
siderable  piece  of  property.  It  happens  that  the  town 
grows  around  this  property,  and  it  becomes  very  valu¬ 
able.  After  ten  years  have  elapsed,  the  gentleman  dies 
bequeathing  the  property  to  his  grandson.  In  going- 
over  his  grandfather’s  diary  the  young  man  discovers 
the  entire  record  of  the  transaction.  In  the  diary  the 
grandfather  stated  that  he  knew  he  was  really  stealing 
the  property.  The  heirs  of  the  real  owner  are  still  living. 
Is  the  young  man  morally  bound  to  restore  all  the  prop¬ 
erty  or  its  original  value,  or  nothing  at  all  ? . 

Why?  . 

4.  A  boy  was  adopted  into  a  fairly  wealthy  family  which  con¬ 

sisted  of  a  doctor,  his  wife,  and  their  son.  When  the 
adopted  son,  who  was  somewhat  older  than  the  son,  fin¬ 
ished  high  school  he  desired  to  enter  college.  The  doc¬ 
tor,  through  some  reverses,  had  not  sufficient  funds  to 
send  him  to  college  and  also  to  provide  for  his  own  boy’s 
education.  Thus  the  adopted  son,  who  was  very  noble- 
minded,  insisted  that  the  younger  boy  should  have  the 
preference.  When  this  boy  was  sent  to  college  he  proved 
himself  dissipated  and  a  spendthrift.  One  day  he  de¬ 
manded  money  from  his  father,  and,  on  being  refused, 


172 


MARIE  CECELIA  MCGRATH 


flew  into  a  passion  and  struck  him.  The  blow  caused  him 
to  reel  backwards,  and  falling  he  struck  his  head  against 
the  sharp  corner  of  a  bookcase.  Death  was  instantan¬ 
eous.  The  adopted  son  who  was  just  entering  the  room 
saw  all  that  happened.  The  son  realizing  what  he  had 
done,  and  foreseeing  the  effect  the  news  would  have  on 
his  mother,  begged  his  adopted  brother  to  assume  the 
guilt.  In  gratitude  for  the  care  and  affection  that  he 
had  received  from  his  foster  parents,  and  hoping  to 
spare  his  foster  mother  the  knowledge  that  her  son  was 
a  murderer,  he  assumed  the  guilt. 

Is  he  justified  in  his  action? . 

Why?  . 

5.  Imagine  the  following  situation: 

A  man  and  his  young  lady  friend  of  city  A  went  to  a  show  in 
another  city  B,  which  is  situated  across  the  bay  from 
city  A.  They  spent  the  evening  pleasantly  but  missed  the 
last  boat  for  B.  The  only  way  of  getting  home  from  B 
to  A  is  by  automobile  a  journey  of  six  hours.  If  they 
went  by  automobile  from  B  to  A  they  would  not  arrive 
home  any  sooner  than  if  they  waited  for  the  first  boat  in 
the  morning.  They  do  not  know  anyone  in  B.  The 
young  man  has  plenty  of  money  with  him,  and  there  is  a 
telephone  connection.  What  should  be  done? . 

6.  Interpretation  of  Picture  No.  1 . 

Alternative  Test. 

1.  In  recent  years  it  has  frequently  happened  that  white  women 

have  been  attacked  by  negroes  and  greatly  injured.  The 
negro,  on  being  arrested,  has  many  times  been  seized  by 
a  mob  and  put  to  death.  What  moral  right  has  the  mob 
in  such  a  case?  Explain  your  answer  fully . 

2.  Characteristic  traits  (20  correct) . 


Vocabulary  (see  p.  136) 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


1 73 


Characteristic  Traits 

Draw  a  line  under  each  word  in  the  list  below  which  indicates 
a  trait  of  character  you  would  like  to  possess. 


gloomy 

obedient 

conceited 

frank 

humble 

foolish 

deceitful 

flirt 

aggressive 

simple 

lazy 

patriotic 

careless 

thief 

sincere 

insulting 

loving 

polite 

charitable 

generous 

shrewd 

affected 

vain 

loyal 

dissipated 

neatness 

liar 

proud 

friendly 

insolent 

extravagant 

quarrelsome 

modest 

wicked 

dishonest 

patient 

immoral 

self-respecting 

stubborn 

cautious 

sullen 

pliable 

peaceful 

indecent 

cheerful 

impudent 

sneak 

honest 

Cross-out  Test 

In  each  of  the  following  lines  cross  out  the  word  that  is 
worst. 

Example  (i)  begging,  lying,  smoking,  murder,  cheating 
Example  (2)  dullness,  foolishness,  laziness,  slowness,  pity. 

1.  fighting  borrowing  charity  killing  dislike 

2.  dancing  flirting  obedience  idolatry  smoking 

3.  holiness  cruelty  kindness  haste  slang 

4.  frankness  disloyalty  shrewdness  vanity  bigamy 

5.  rudeness  meekness  gossip  slander  hesitancy 

6.  bullying  insult  black-mail  tattling  scolding 

7.  flattery  lying  fibbing  frank  insincere 

8.  love  hate  fondness  dislike  liking 

9.  courtesy  pleasantness  friendliness  gentleness  timidity 
to.  stinginess  carefulness  generosity  charity  economy 


174 


MARIE  CECELIA  MCGRATH 


Likeness  and  Difference  Test 
In  what  way  are  these  things  alike : 

(a)  disobedience  . 

stealing  . 

(b)  swearing . 

praying  . 

(c)  angel  . 

baby  . . 

(d)  God  . 

your  soul . 

In  what  way  are  these  things  different : 

(e)  saint  . 

sinner  . 

tf)  God  . 

man  . 

(g)  tying  . 

cheating . 

(h)  love  . 

hate  . 

(i)  selfishness  . 

gratitude  . 

Procedure  for  Giving  Individual  Tests 
Year  VI  ( and  below') 

I.  Procedure.  Ask  the  child  each  of  the  following  questions: 

a.  Is  it  a  sin  to  keep  the  change  if  the  clerk  gives  you  too  much ? 

b.  Is  it  a  sin  to  cheat? 

Give  the  child  ample  time  to  answer  one  question  before  going  on  with  the 
next.  If  the  child  answers  any  one  of  the  questions  automatically,  ask:  “Are 
you  sure?”  and  record  this  answer  as  the  correct  one.  The  questions  may  be 
repeated  but  no  other  form  used. 

Scoring:  The  answer  “Yes”  is  the  only  one  which  is  given  credit  in  these 
questions.  No  attention  is  paid  to  the  exceptions  the  child  may  give  to  his 
general  answer. 

2.  a.  Procedure.  Ask  the  child  the  question:  What  should  you  do  if  you 
saw  a  lady  in  front  of  you  drop  a  five-dollar  bill? 

The  question  may  be  repeated  but  no  supplementary  questions  may  be  asked. 
Scoring:  Any  answer  which  shows  that  the  child  is  aware  of  the  moral 
obligation  to  help  the  woman  find  her  money  is  considered  correct.  The  most 
frequent  form  of  answer  given  is  “Pick  it  up  and  give  it  to  her.” 
b.  Procedure.  Ask:  What  should  you  do  if  your  mother  told  you  to  come 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


1/5 


home  to  go  to  the  store,  and  the  boys  wanted  you  to  play  ball  (if  a  girl — 
if  the  girls  wanted  you  to  jump  rope )  ? 

This  question  may  be  repeated  but  no  other  form  may  be  used. 

Scoring:  Any  answer  which  shows  that  the  child  appreciates  his  obligation 
to  obey  is  correct.  Examples  are  “I  would  go  to  the  store,”  “I  would  go  home 
first  and  play  ball  afterwards.”  Such  an  answer  as  “I  would  not  like  it,”  or 
“I  would  be  mad,”  are  of  course,  not  credited. 

3.  a.  Procedure.  Ask:  What  happens  to  a  good  little  boy  when  he  dies? 

Scoring :  The  response :  “He  goes  to  heaven,”  “He  goes  to  purgatory,”  are 

the  only  ones  credited  here. 

b.  Procedure.  Ask:  Whom  do  you  love  best  in  all  the  world?  Why? 
This  question  may  be  repeated  and  if  the  child  does  not  answer  the  “Why” 
he  may  be  urged  gently  to  do  so. 

Scoring:  The  answer  “God”  or  “parents”  (or  those  who  stand  in  the  place 
of  parents  as  guardians),  are  accepted  as  correct  for  the  first  part  of  this 
question.  In  answering  “Why”  the  child  must  give  a  reason  for  his  love. 
Gratitude  is  most  frequently  given  as  the  reason  of  this  love.  Duty  is  also  a 
common  reason.  The  child  expresses  this  obligation  to  God  in  some  such 
form  as  “He  made  me,”  “He  loves  me  most,”  “He  is  my  Savior,”  and  to 
parents  in  “They  keep  me,”  “They  do  most  for  me,”  “I  owe  all  I  have  to 
them.” 

Both  parts  of  this  question  must  be  answered  correctly  in  order  that  credit 
be  given. 

4.  a.  Procedure.  Ask:  Would  it  be  wrong  to  take  a  nickel  out  of  your 
mother’s  pocket-book  without  asking  her? 

Scoring:  “Yes”  is  the  only  answer  accepted  with  credit  for  this  question. 
If  the  child  suggests  an  exception  such  as  “Not  if  you  told  her  about  it,”  it 
may  be  suggested  “But  you  did  not  tell  her”  and  the  question  repeated. 

b.  Procedure.  Ask :  Would  a  lie  be  a  lie  if  no  one  ever  found  out  you 
told  it? 

The  question  may  be  repeated. 

Scoring:  “Yes”  is  the  only  answer  that  receives  credit  in  this  question. 

5.  Procedure.  Ask :  What  should  you  do  if  while  playing  in  the  parlor 
you  broke  one  of  your  mother’s  best  chairs?  (No  one  saw  you  break  it,  and 
your  brother  was  blamed  for  doing  it.)  No  leading  questions  may  be  asked 
although  the  question  may  be  repeated. 

Scoring:  Any  answer  which  shows  that  the  child  recognizes  the  necessity 
of  owning  up  to  his  own  misdemeanor  and  saving  his  brother  from  being 
punished  is  counted  correct. 

A  few  correct  answers  are:  “I  would  tell  my  mother  I  did  it,”  “I  would 
not  let  my  brother  get  the  blame,”  “I  would  tell  the  truth  about  it.” 

The  answer  “My  brother  would  tell  on  me,”  or  “I  would  let  my  brother  get 
the  licking”  are,  of  course,  wrong. 

6.  Procedure.  Ask:  What  should  you  do  if  you  had  a  bag  of  pop-corn 
and  were  eating  it  when  a  little  child  looked  up  at  you  hungrily  (very  hungry)  ? 

“Very  hungry”  may  be  used  in  case  the  child  has  difficulty  in  understanding 
“hungrily.”  No  other  suggestions  are  allowed. 


176 


MARIE  CECELIA  MCGRATH 


Scoring:  Any  response  in  which  the  subject  expresses  a  feeling  of  sympathy 
for  the  hungry  child  and  offers  to  share  the  pop-corn  with  him  is  credited. 
The  most  common  response  met  to  this  question  is,  “I  would  give  him  some.” 
“I  would  buy  him  some”  was  also  given  credit. 

Alternative  Tests. 

I.  Procedure.  Ask  each  of  the  following  questions: 

a.  Is  it  a  sin  to  stay  away  from  church  on  Sunday  ? 

b.  Is  it  a  sin  to  go  to  bed  without  saying  your  prayers ? 

c.  Is  it  a  sin  not  to  say  “grace”  before  meals ? 

Scoring:  Same  as  for  Test  i.  If  the  subject  in  answer  to  the  question  (a) 
answers  “Not  if  you  are  sick,”  thus  giving  an  exception  instead  of  the  general 
answer  a  reply  on  the  part  of  the  examiner  such  as  “But  we  are  not  sick”  will 
usually  suffice  to  make  the  child  answer  in  general  terms. 

Years  VII  and  VIII 

1.  Procedure.  Ask:  What  should  you  do  if  your  playmate  broke  your 
checker-board,  (if  a  girl — if  your  playmate  broke  your  doll)  ? 

Occasionally  it  is  found  that  a  child  does  not  know  what  a  checker-board 
is.  In  such  a  case  the  word  “game”  may  be  substituted.  The  question  may  be 
repeated  if  the  child  does  not  understand  it  on  the  first  reading. 

Scoring:  Any  answer  which  will  make  it  known  that  the  child  feels 
obligated  to  forget  himself  and  his  displeasure  and  be  kind  to  his  companion 
is  given  credit.  The  answer  “Buy  another”  was  interpreted  to  mean  this. 
“Forgive  him  if  an  accident,  make  him  pay  for  it  if  on  purpose”  was  credited, 
but  merely  “Make  him  pay  for  it”  was  counted  wrong.  The  forms  “Forgive 
him,”  “Forget  it,”  Say  nothing,”  and  “Nothing”  were  all  scored  plus. 

2.  Procedure.  Ask:  Why  were  you  made? 

No  explanation  of  the  question  is  allowed,  if  the  child  does  not  understand. 

Scoring:  To  be  scored  plus  the  subject  must  give  a  reason  for  his  existence 
which  will  show  he  is  conscious  that  he  must  be  of  service  to  his  Maker  or 
to  his  fellowmen.  The  ideal  answer  expresses  a  supernatural  motive  as,  “To 
serve  God,”  “To  do  God’s  holy  will,”  or  “To  earn  heaven.”  The  altruistic 
sentiments  “To  help  others,”  “To  make  the  world  better,”  “To  lead  a  good 
life,”  and  “To  help  my  parents”  are  all  counted  correct.  “Because  my  parents 
wanted  me,”  or  “Because  my  mother  loves  children”  were  given  no  credit. 

The  question  was  intended  to  bring  out  what  the  child  hoped  to  do  during 
life  but  its  meaning,  it  will  be  seen  from  the  answers  quoted,  was  sometimes 
misunderstood. 

3.  Procedure.  Ask  the  child  each  of  the  following  questions : 

a.  Is  it  a  sin  to  talk  about  someone  you  do  not  like ? 

b.  Is  it  a  sin  to  throw  snowballs  when  forbidden  to  do  so? 

Scoring:  “Yes”  is  the  only  correct  answer  which  receives  credit.  The 
questions  may  be  repeated. 

4.  a.  Procedure.  Ask:  What  would  you  think  if  you  heard  a  boy  say 
“There  is  no  God”? 

The  question  may  be  repeated  in  case  the  child  does  not  understand. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


1 77 


Scoring :  Any  response  which  proves  that  the  child  does  not  agree  with 
the  principle  suggested  is  given  credit.  Some  forms  of  replies  frequently 
given  are :  “I  would  think  he  did  not  know  what  he  was  talking  about,”  “I 
would  think  he  never  went  to  Sunday-school,”  etc. 

b.  Procedure.  Ask:  Who  made  you f  If  the  child  does  not  understand  the 
question  it  may  be  repeated. 

Scoring:  Two  forms  of  correct  answers  have  been  accepted  to  this  question. 
The  child  may  name  his  creator,  God,  or  his  procreators,  his  parents.  No 
other  answer  is  given  any  credit. 

5.  Procedure.  Ask:  What  should  you  do  if  a  little  boy  or  girl  who  never 
said  any  night  prayers  came  to  stay  at  your  house  for  two  or  three  nights,  and 
got  into  bed  before  you  have  said  your  prayers ? 

If  the  child  does  not  understand  the  question  at  the  first  reading  it  may  be 
repeated. 

Scoring :  An  answer  which  shows  that  the  child  will  say  his  prayers  and 
not  heed  the  suggestion  given  in  the  conduct  of  his  companion  is  sufficient 
that  the  answer  may  be  credited.  It  is  not  necessary  that  the  child  assume  any 
responsibility  for  his  companion’s  act,  although,  of  course,  the  assumption  of 
such  responsibility  would  not  be  counted  wrong. 

Answers  such  as  “I  would  say  my  prayers,”  or  “I  would  pretend  I  did  not 
notice  and  say  mine,”  are  typical.  Such  an  answer  as  “I  would  ask  him  to 
say  his,”  or  “I  would  make  him  get  out  and  say  them”  is  also  given  full  credit. 

6.  Procedure.  Read  aloud  the  story  A  very  poorly  dressed  woman,  etc. 
(Only  one  reading  allowed.) 

Scoring:  The  answer  to  the  first  question  must  be  “No.”  The  answer  to 
the  “Why”  must  show  that  the  child  has  a  knowledge  of  the  duty  of  charity 
to  his  neighbor,  or  of  respect  for  his  elders,  or  an  appreciation  of  the  undesir¬ 
able  qualities  which  the  little  girls  have  shown  themselves  to  possess  by  their 
speech. 

“They  made  fun  of  the  lady,”  “She  was  poor  and  could  not  help  her  looks,” 
“They  did  not  help  carry  the  basket,”  “They  show  no  respect  for  older  people 
because  they  said  that,”  “They  are  rude,  unkind,  proud,  etc.”  are  examples  of 
answers  scored  plus.  Such  an  answer  as  “One,  because  she  did  not  say  any¬ 
thing,”  or  “Yes,  they  are  dressed  nice”  are  examples  of  incorrect  answers. 

Alternative  Tests. 

1.  a.  Procedure.  Ask:  Would  it  be  wrong  to  say  a  swear-word  when  no  one 
is  around ? 

This  question  may  be  repeated. 

Scoring:  The  answer  “Yes”  is  the  only  acceptable  one  to  this  question, 
b.  Procedure.  Ask:  Is  it  a  sin  to  fight ? 

Scoring:  At  this  age  more  than  75  per  cent  of  the  children  consider  that 
it  is  a  sin  to  fight.  The  answer  “Yes”  is  the  one  scored  plus. 

2.  Procedure.  Read  story  Robert  and  his  mother,  etc.  (Only  one  reading 
allowed.) 

Scoring:  The  child  must  answer  that  it  is  “wrong”  to  call  Robert  a 
“sissy.”  If  the  child  merely  answers  “Yes”  to  the  question,  it,  the  question, 


178 


MARIE  CECELIA  MCGRATH 


may  be  repeated.  In  answering  the  “Why.”  the  reason  must  bring  out  the 
concept  that  “It  is  uncharitable,”  or  “That  the  boy  is  doing  this  for  love  of 
his  mother,”  “He  is  making  his  mother  happy,”  “His  mother  is  sick  and  needs 
him,”  “They  may  make  Robert  quit  helping  his  mother,”  “It  is  not  fair,  he 
is  not  a  ‘sissy’”  are  scored  as  correct.  An  answer  “Wrong  because  it  is  not 
nice”  or  “not  right”  was  given  no  credit. 

Procedure  for  Giving  the  Group  Tests 

The  tests  as  standardized  for  Years  9,  10,  and  11  are  based  on  both  Individual 
and  Group  Tests.  The  results  in  the  two  cases  were  found  to  differ  so  little 
that  the  combination  was  made  possible.  Exactly  the  same  wording  was  used 
in  the  Individual  Tests  for  these  years  as  was  used  in  the  printed  blank.  The 
instructions  also  were  the  same.  The  only  difference  was  that  in  the  one 
case  the  subject  read  the  tests  for  himself  and  wrote  his  answer;  in  the  other 
the  tests  were  read  to  him  and  he  gave  the  answer  orally.  All  the  tests  beyond 
the  age  of  11  are  standardized  as  Group  Tests  only. 

Each  child  is  given  a  blank  which  he  is  asked  not  to  open  until  the  signal 
is  given.  The  following  explanation  of  the  tests  is  then  made. 

“You  have  on  the  desk  before  you,  boys  and  girls,  a  blank  which  when  you 
open  and  read,  you  will  find  contains  a  number  of  questions  and  stories. 
I  know  you  will  find  them  interesting.  In  order  to  answer  these  questions 
you  must  think  seriously.  Unless  you  answer  the  questions  frankly  and  honest¬ 
ly  your  paper  is  worthless  and  it  would  be  better  for  you  not  to  waste  time 
writing  it.  You  will  find  in  the  blank  some  questions  you  cannot  answer  and 
some  that  are  very  easy.  You  are  not  supposed  to  be  able  to  answer  all  the 
questions  so  as  soon  as  you  have  read  a  question  over  and  are  sure  you  cannot 
answer  it,  simply  put  down  ‘I  do  not  know,’  and  do  not  waste  time  on  it. 

“You  will  find  that  a  number  of  questions  ask,  ‘What  should  you  do  ?’  in  cer¬ 
tain  cases.  Notice  the  word  ‘should’  and  answer  what  you  think  you  should 
do  to  these  questions. 

“You  will  take  pencils,  please.  We  will  fill  out  the  first  page  of  the  blank 
together.”  The  examiner  then  goes  over  the  details  of  the  face  sheet,  telling 
the  class  just  what  to  put  down. 

“Now  open  to  the  next  page.  Begin  with  the  first  question  and  answer  each 
question  as  quickly  and  as  carefully  as  possible.” 

The  class  is  then  permitted  to  go  on  with  the  questions  until  they  reach 
the  Cross-out  Test  where  they  are  asked  to  do  the  examples  at  the1  beginning 
of  the  test  in  common.  Special  instructions  are  given  again  when  they  come 
to  the  pictures.  At  that  point  it  is  necessary  to  point  out  that  even  though 
there  may  be  two  or  three  pictures  on  it,  each  card  represents  a  single  theme. 
It  is  also  necessary  to  emphasize  what  is  desired,  i.e.,  they  are  to  explain  what 
the  picture  means,  what  story  the  picture  tells,  or  what  the  picture  is  about. 

The  scoring  of  the  tests  included  in  this  standardization  may  be  found  in 
detail  in  Chapters  IV,  V,  and  VI. 


CHAPTER  XI 


Correlation  of  the  Results  with  those  of 

other  Observers 

A  study  such  as  the  one  we  have  just  reviewed  investigates  the 
moral  sense  of  the  child  in  so  far  as  he  is  able  and  willing  to 
reveal  it  through  direct  and  suggestive  questioning.  The  ser¬ 
iousness  with  which  the  children  went  about  their  task  justifies 
the  conclusion  that  the  child  has  revealed  his  real  moral  convic¬ 
tions  and  ideals.  Sometimes  his  standards  are  wrong  when  we 
judge  of  them  by  adult  values;  more  often  they  are  merely  im¬ 
mature.  The  standards  one  has  do  not,  of  course,  insure  his 
living  up  to  them  on  all  occasions  but  they  do  presuppose  that 
he  will  do  so  in  the  majority  of  cases  or,  in  spite  of  himself,  he 
will  experience  a  lowering  of  them. 

Moral  ideas,  considered  objectively,  are  those  ideas  which  are 
made  necessary  by  the  conventions  regulating  the  relationship  of 
man  to  man  in  adult  society. 

In  the  course  of  his  intellectual  development  the  child  gradually 
becomes  aware  through  the  medium  of  experience  of  what  these 
ideas  are.  We  have  attempted  to  study  definitely  through  the 
most  direct  means  at  our  command,  the  time  and  order  with 
which  the  child  appreciates  these  moral  concepts. 

In  the  “History  of  the  Problem”  a  brief  review  was  attempted 
of  the  works  related  to  our  subject.  We  shall  attempt  now  a 
comparison  of  the  moral  concepts  and  ideals  appearing  in  these 
studies  and  the  same  concepts  and  ideals  appearing  in  the  present 
study. 

G.  Stanley  Hall1  points  out  that  “the  normal  child  feels  the 
heroism  of  the  unaccountable  instinct  of  self-sacrifice  far  earlier 
and  more  keenly  than  it  can  appreciate  the  sublimity  of  truth.” 
This  is  exemplified  in  Story  No.  15  (p.  51)  where  even  at  the  age 

1  Hall,  G.  Stanley,  “Children’s  Lies,”  American  Journal  of  Psychology,  p.  61. 

179 


i8o 


MARIE  CECELIA  MCGRATH 


of  18  the  percentage  approving  the  sacrifice  of  the  foster-son 
is  larger  than  the  percentage  recognizing  the  lie.  A  sense  of 
justice,  however,  appears  earlier  than  either  self-sacrifice  or  the 
appreciation  of  truth. 

Dr.  Hall2  found  evidence  further,  that  'dies  are  justified  in  the 
minds  of  children  as  means  to  noble  ends.”  Saving  the  foster- 
mother's  life  is  the  noble  end  which  justifies  this  action  in  the 
minds  of  most  children  in  Story  No.  15.  A  better  example  of 
this  principle  is  given  in  Story  No.  11  (p.  43).  The  child  has  in 
this  case,  as  he  sees  it,  a  choice  between  telling  the  truth,  and  keep¬ 
ing  a  promise.  To  keep  the  promise  is  considered  the  better  thing 
to  do  at  the  younger  ages. 

Another  instance  of  agreement  with  Dr.  Hall’s  tests  is  found  in 
Story  No.  9.  In  answer  to  a  friend’s  question  if  some  thing  or 
act  they  did  not  particularly  admire,  was  not  very  nice  or  pretty, 
Dr.  Hall's  subjects  found  it  hard  to  say  "No”  and  compromised 
on  "Kind  of  nice.”3  Girls  were  more  prone  to  this  than  boys.  A 
question  of  personal  interest  with  girls  is  how  far  etiquette  may 
stretch  truth  to  avoid  rudeness  or  "hurting  others’  feelings.”  Most 
children  admitted  in  Story  No.  9  that  their  response  would  be  de¬ 
pendent  to  some  extent  on  how  well  they  knew  the  person.  An  or¬ 
dinary  acquaintance  would  be  flattered,  while  frankness  would  be 
the  attitude  assumed  toward  a  friend. 

We  find  that  when  the  child  is  given  a  very  specific  and  definite 
situation  involving  truth  he  recognizes  his  obligation  at  an  early 
age.  The  only  exception  to  this  in  the  question,  What  should  you 
do  if  while  playing  in  the  parlor  you  broke  one  of  your  mother’s 
best  chairs ?  (No  one  saw  you  break  it  and  your  brother  was 
blamed  for  doing  it.),  was  found  where  the  children  showed  signs 
of  fear.  Judge  Lindsey  says4  "the  most  demoralizing  agency  in 
childhood  is  fear,  and  it  may  be  found  at  the  bottom  of  the  most  of 
the  immorality  among  children.”  It  is  also  pointed  out  in  this  arti¬ 
cle  that  the  child’s  idea  of  "why”  an  act  is  wrong  is  malformed. 

2  G.  Stanley  Hall,  “Children's  Lies,”  American  Journal  of  Psychology,  p.  60. 

3  Ibid.,  p.  62. 

4 (Lindsey,  Ben  B.  “Childhood  and  Morality,”  Jour,  of  Proc.  N.  E.  A.  1909. 
p.  148. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  181 

Often  it  is  not  because  an  act  is  contrary  to  some  law,  but  be¬ 
cause  “He  will  get  caught”  that  the  delinquent  decides  to  reform. 
It  hardly  seems  possible  that  this  is  the  case  with  the  ordinary 
child.  In  fact,  in  Story  No.  7,  (p.  35),  only  a  small  number  of 
cases  consider  the  act  of  stealing  wrong,  because  “They  may  get 
caught,”  or  because,  “The  cops  will  take  them.”  The  great  ma¬ 
jority  of  children  point  out  definitely  the  fact  that  the  boys  are 
stealing,  as  the  percentages  in  the  Table  for  this  story  show. 

Judge  Lindsey  outlines  the  most  common  offenses  against 
morality  among  school  children  as  follows :  “Disobedience,  swear¬ 
ing,  use  of  tobacco,  lying,  stealing,  and  personal  impurity  in 
thought  and  action.”  A  comparative  schema  of  these  faults  is 
given  below.  This  has  been  compiled  from  Tables  recording 
the  results  to  the  question,  Name  three  things  it  is  bad-to-do  for 
the  Individual  Tests,5  the  Catholic  School  Tests,6  the  G.  Public 
School  Tests,7  and  the  P.  Public  School  Tests.8  The  order  used 
in  the  schema  was  obtained  for  each  school  separately  by  rank¬ 
ing  the  faults  according  to  the  highest  percentage  attained  at 
any  of  the  years  tested.  There  is  recorded  in  the  schema  also  the 
rank  these  faults  have  been  given  by  teachers  after  one  month’s 
observation  in  their  classroom,  and  the  rank  they  have  been  given 
by  children  when  a  list  of  faults  was  presented  to  them  to  be 
arranged  in  the  order  in  which  they  thought  they  committed  them 
most  frequently.9 

Use  of  Personal 

Disobedience  Swearing  Tobacco  Lying  Stealing  Impurity 


Judge  Lindsey  .  1  2  3  4  5  6 

Bad-to-do 

Individual  Tests .  1  4  5  2  3  6 

Catholic  .  4  3  6  2  1  5 

G.  Public  .  4  2  6  3  1  5 

P.  Public  .  4  2  6  3  1  5 

Rank  by  Children  .  1  3  ..  2  3 

Rank  by  Teachers  .  1  4  ..  2  3 


The  list  of  juvenile  offenses  given  by  Judge  Lindsey  has  been 

5  See  Table  94. 

6  See  Table  95. 

7  See  Table  99. 

8  See  Table  98. 

9  See  p.  141. 


MARIE  CECELIA  MCGRATH 


182 

found  to  correlate  with  the  list  as  ranked  in  the  schema  above 
for  the  different  schools  as  follows : 


Judge  Lindsey’s  list  of  faults  with  that  of  the  teachers .  40 

“  “  “  “  “  “  Catholic  Schools  . — 14 

“  “  “  “  “  “  Individual  Tests  .  54 


“  “  “  “  “  “  P.  Public  and  G.  Public  Schools  ,...—03 

The  records  of  class-room  observation  submitted  by  the  teach¬ 
ers  do  not  mention  either  impurity  or  smoking  as  faults  of  their 
children.  Neither  of  these  faults  were  in  the  list  presented  to 
the  children  to  rank,  and  therefore,  no  comparison  of  their  value 
as  related  to  that  of  Judge  Lindsey  is  possible.  The  faults  men¬ 
tioned  in  common  by  the  Judge,  the  teachers,  and  the  pupils, 
namely :  disobedience,  swearing,  lying,  and  stealing  have  been 
found  to  correlate  as  follows : 


Judge  Lindsey’s  list  of  faults  with  that  of  the  teachers .  40 

“  “  “  “  “  “  “  “  “  pupils  .  70 


F.  W.  Osborne10  states  that  “the  two  virtues  most  frequently 
mentioned  as  essential  to  the  good  boy  or  the  good  girl  are  obedi¬ 
ence  and  truthfulness;  the  former,  however,  seems  to  be  more  im¬ 
portant  that  the  latter.”  That  obedience  is  the  virtue  par  ex¬ 
cellence  of  children  even  during  the  period  of  adolescence,  is 
verified  by  several  tests  reviewed  in  this  study.  Truthfulness  as 
a  general  trait  of  character  does  not  appear  until  much  later,  and 
in  our  Tables  for  acts  good-to-do 11  is  surpassed  by  other  char¬ 
acter  traits. 

Irving  King  holds  from  the  results  of  his  study  which  is  a 
summary  and  criticism  of  empirical  works  on  Child  Study,  that 
boys’  moral  ideals  at  ten  are  negative  rather  than  positive;  i.e., 
the  fragments  of  adult  morality  that  they  have  imbibed  are  of 
this  sort.  For  instance,  they  wish  to  avoid  bad  habits — a  prob- 

10  Osborne,  F.  W.,  “The  Ethical  Contents  of  Children’s  Minds,”  Educational 
Review,  VIII,  1894,  p.  145. 

11  See  Tables  86-93. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN  183 

able  reflection  of  much  of  their  moral  teachings.  Girls,  on  the 
other  hand,  express  as  their  highest  desire  that  of  being  good  to 
others.12  We  may  assume,  surely,  that  one’s  highest  desire  and 
his  idea  of  the  best  action  one  can  do  during  life  should  corre¬ 
late  high.  Our  Tables  show,  however,  that  boys  at  10  have  posi¬ 
tive  ideals  on  religion,  obedience,  charity,  and  honor;  and  in 
practically  all  cases  for  the  different  School  Systems  considered, 
they  give  larger  percentages  for  these  best  actions  than  do  the 
girls.  In  fact,  negative  virtues  receive  practically  no  mention 
at  this  age  for  boys  either  in  answer  to  this  question,  or  in  answer 
to  the  question,  Name  three  things  it  is  good  to  do. 

Mr.  King  notes  also  in  his  work13  that  “in  studies  of  children’s 
aspirations  altruistic  feelings  definitely  appear  at  12,  and  naturally 
first  with  the  parents,”  We  do  not  find  so  definite  an  appearance 
of  these  feelings.  In  Story  No.  14,14  we  find  that  boys  show  a 
great  increase  in  altruistic  feelings  at  11,  girls  at  12.  The 
answers  to  the  question  Why  were  you  made?  show  that  children 
(unless  they  misunderstand  the  question  altogether)  have  an 
altruistic  concept  of  their  purpose  in  life  at  an  age  much  younger 
than  12.  We  find  no  evidence,  moreover,  in  the  regular  increase 
and  decrease  of  percentages  at  12  in  our  Tables,  that  pre-ado¬ 
lescence  is  a  marked  time  of  susceptibility  to  influence  of  others, 
an  indication  of  the  coming  to  consciousness  of  social  relation¬ 
ships;  or  that  the  age  of  12  has  been  found  to  be  of  greatest  sus¬ 
ceptibility  to  evil  influence — an  evidence  of  the  beginning  of  that 
imperious  attitude  toward  restraint  that  is  so  prominent  in  the 
next  few  years.15 

We  do  find  that  by  the  age  of  12  children  have  developed 
considerable  moral  consciousness — but  there  is  no  evidence  of  a 
“sudden  awakening”  of  moral  qualities.  Growth  is  accelerated 
a  little  before  12  and  continues  after  this  age  but  it  is  not  so 
rapid  as  to  be  remarkable. 

12  King,  Irving,  “The  Psychology  of  Child  Development,”  p.  207. 

13  Ibid.,  p.  202. 

14  See  p.  52,  Table  No.  19,  II. 

15  King,  Irving,  “The  Psychology  of  Child  Development,”  p.  193. 


184 


MARIE  CECELIA  MCGRATH 


Dr.  Kline16  in  his  study  of  Juvenile  Ethics  found  as  we  do, 
that  “the  higher  percentages  of  altruism  are  not  confined  to  ado¬ 
lescent  years.  ’’  He  states  also  that  “children  from  8-18  are 
altruistic  rather  than  selfish.’'17  Our  results  show  that  this  second 
statement  holds  true  in  certain  situations,  but  not  in  others. 
Children  are  in  general  kind,  polite,  charitable,  and  honest  in  their 
dealings  with  others  but  they  are  selfish  as  to  personal  gain  and 
in  satisfying  their  own  wants  first.  Children  become  conscious 
just  before  the  onset  of  adolescence  that  “the  ethical  ideal  of 
life  is  not  to  be  found  in  pleasure  but  in  duty,’’18  but  long  before 
this  time  they  are  conscious  that  certain  specific  altruistic  traits 
are  desirable. 

The  morality  of  the  young  child  assumes  the  concrete  form 
of  habits;  abstract  principles  are  still  beyond  its  grasp.  This 
principle  expresses  a  concept  which  should  be  basic  in  all  educa¬ 
tional  work,  especially  i“n  moral  educaton.  We  are  no  less  crea¬ 
tures  of  habit  morally  than  we  are  physically.  We  learn  a  com¬ 
plex  physical  feat  by  continual  practice  of  the  separate  acts  of 
which  it  is  composed  until  they  have  become  habitual;  we  grasp 
complex  moral  principles  through  familiarity  and  practice  of 
concrete  moral  acts,  until  they  have  become  habitual  and  are  amal¬ 
gamated  into  a  composite  whole.  We  desire  our  children  to  be 
developed  morally.  The  only  way  to  accomplish  this  end  is  to 
train  the  child  from  infancy  in  the  performance  of  specific  moral 
acts.  This  training  must  go  on  at  all  times  and  at  all  places  to 
be  effective.  Very  few  things  we  do,  viewed  subjectively,  are 
unmoral  because  they  tend  to  character  formation.  We  should, 
therefore,  train  children  to  see  the  moral  significance  of  their 
acts  and  to  perform  them  always  from  the  highest  possible  mo¬ 
tives.  In  order  to  carry  out  this  indirect  method  of  teaching 
morals  effectively,  the  direct  method  should  also  be  used.  Sug¬ 
gestion  will  prove  the  secret  that  will  arouse  the  child’s  interest 

16  Kline,  L.  W.,  “A  Study  in  Juvenile  Ethics,”  Pedagogical  Seminary,  1^03, 
p.  246. 

17  Ibid.,  p.  265. 

18  Moore,  T.  V.,  “A  Historical  Introduction  to  Ethics,”  p.  149. 


THE  MORAL  DEVELOPMENT  OF  CHILDREN 


185 


and  make  him  desire  knowledge  of  this  nature.  If  the  periods 
of  his  natural  interest  in  problems,  as  they  have  shown  themselves 
to  appear  and  disappear  in  this  study,  are  followed,  and  if  the 
course  of  study  is  made  concrete  and  practical,  the  maximum  of 
interest  must  be  aroused.  The  earnestness  displayed  by  the  chil¬ 
dren  in  writing  the  paper  which  formed  the  basis  of  this  study, 
reveals  the  interest  they  have  in  the  vital  things  of  life  and  to 
what  extent  they  will  exert  their  minds  to  solve  real  problems 
if  only  they  are  given  the  opportunity.  While  we  agree  un¬ 
reservedly  with  Miss  Harrison19  when  she  says  “the  inalienable 
right  of  every  child  is  the  right  to  be  corrected  for  unsocial  con¬ 
duct,”  we  would  follow  the  idea  a  step  further  and  say  that  it  is 
the  inalienable  right  of  every  child  to  be  trained  to  social  conduct 
before  he  has  the  chance  to  err.  Moral  education  should  be  pri¬ 
marily  formative,  not  corrective. 

19  Harrison,  E.,  “When  Children  Err,”  p.  29. 


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